Speaking of Sustainability: Room A203
28 October - 14:00PM-15:40PM CEST Copenhagen (Aarhus University)
Creating Taste for Sustainability : How to Teach Both In and About Sustainability in School - Specifically in Home Economics View Digital Media
Paper Presentation in a Themed Session Helle Brønnum Carlsen
This is a study attempting to operationalize aesthetic theory combined with the new concept of practice professionalism (praksisfaglighed) in relation to sustainability and how to change habits. Based on different approaches to understanding taste in connection to driving force the paper gives examples of teaching material that intends to evoke the motivation (create taste) for sustainable food consumption. Furthermore the didactic theory behind will be explained focusing on leaning processes, professional subject fields and the combination of ethics and aesthetics. One key concept is how taste develops in the visual presentation, followed by the physical handling of food, ending up in tasting and judging the produced food in practise. This is combined with an analysis of how knowledge has an impact on your judgement of taste. The presentation will include small videos of children's reactions to working with aesthetic approached food sustainability.
The Impact of the Exterior Emissivity of Cooking Vessels to Energy Efficiency of Cooking View Digital Media
Paper Presentation in a Themed Session Jeff Ramsdell, Carla Ramsdell
Exterior surface emissivity has an effect on the energy efficiency of cookware during extended cooking procedures. Surfaces with high emissivity, such as that of black cast iron are effective at radiant heat transfer while surfaces with low emissivity, such as stainless steel are ineffective at radiant heat transfer. The authors’ previous research on the thermodynamics of skillet material determined through infrared thermography that a highly emissive interior surface may have favorable effects on the energy efficiency of cooking since the additional radiant energy can cook food that is not in direct contact with the interior surface. However, highly emissive exterior surfaces on large cooking vessels are not desirable as they shed thermal energy to the room which drops the vessel’s temperature, requiring the heating element to deliver more thermal energy to the vessel to make up for this heat loss. Through temperature and energy measurements and infrared thermography, this study determines the magnitude of this loss over a range of materials of 6-quart cooking pots with varying external surface emissivity. The materials studied include cast iron, enameled cast iron, stainless steel, anodized aluminum and enameled steel.
Effects on Skills and Knowledge of a Sensory Teaching Program for Culinary Students View Digital Media
Paper Presentation in a Themed Session Michael Bom Frost, Bat El Menadeva, Marie Damsbo-Svendsen
Culinary practitioners need tools to systematically assess and improve the sensory quality and acceptance of the food they produce. Sensory science provides these tools to develop, revise and improve foods. However, in the culinary arts educations in Denmark teaching in sensory science is limited. We developed a teaching program for culinary arts educations, focusing on the use of central practices of sensory science in production kitchens. The teaching program was tested and developed in dialogue with teachers and students. The material consists of five theoretical and practical teaching modules that cover topics such as the senses, sensory vocabulary development and training, fast sensory methods, and factors contributing to palatability. 89 culinary students completed the baseline and follow-up test. The goal was to make students master sensory evaluation techniques and improve their ability to develop food that is liked by consumers. Results demonstrate a highly significant effect in both sensory knowledge and skills. The knowledge scores were significantly higher after than before the course (p=5*10-14) and the scores in the skills tests revealed a significant improvement of culinary students´ vocabulary after completing the course as measured by a higher number (p=1*10-3) and quality (p=7*10-37) of descriptors used to describe four different foods in an open description task. A higher number of descriptors used to describe foods by means of CATA emphasized these findings. We conclude that integrating a course on sensory science into culinary arts educations leads to significant improvement of students´ sensory vocabulary, knowledge, and skills.
