This paper reports on the perceptions of 120 Key Stage 3 (aged 11-14) pupils in seven secondary schools in the West Midlands; England. It looks at perceptions and values relating to the teaching of food technology. The evidence suggests that pupils understand that food technology is more than just learning to cook. They enjoy practical participation and engagement; active lessons and autonomy.
Keywords: Pupils’ perceptions; food technology; secondary; England
PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
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