A Study of Integrating Candy-making into Course Curriculum by Bakery Operators and Teachers of Department of Food and Beverage in Vocational High Schools

• Main Authors: Lin Yuchun, 林宥君
• Other Authors: SHI-JER LOU
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/53918566534835478213

碩士 === 國立屏東科技大學 === 技職教育研究所 === 102 === This study aims to examine the integration of confectionary-making into the curriculum for bakery operators and teachers in department of food and beverage in vocational high schools by comparing how bakery operators and teachers as two distinctive groups perceive the integration of confectionary-making into the curriculum. This paper conducts a survey with two questionnaires targeted at bakery operators and teachers as two different groups. A total of 110 questionnaires were distributed to the teachers in the department of food and beverage in Kaohsiung and Pingtung areas, and 96 questionnaires were recovered, with a valid return rate of 87.27%. A total of 100 questionnaires were distributed to bakery operators in Kaohsiung and Pingtung areas, and 80 questionnaires were recovered, with a valid return rate of 80%. The data were analyzed with descriptive statistics, t tests, one-way ANOVA and Scheffe post hoc tests. Based on the results, the conclusions and suggestions were proposed. The findings are as follows: 1. The teachers in the department of food and beverage in vocational high schools felt that it is important to include certain elements of confectionary-making into the curriculum. They highlighted the importance of the six aspects, i.e. knowledge about confectionary, skills in confectionary-making, attitude toward confectionary, facilities/equipment required for confectionary curriculum, the types of confectionary and hands-on practice in relation to confectionary-making. 2. The teachers in thedepartment of food and beverage in vocational high schools had different perspectives regarding the integration of confectionary-making into the curriculum; they believed that it is necessary. 3. Bakery operators felt that it is important to include certain elements of confectionary-making into the curriculum. They highlighted the importance of the five aspects, i.e. knowledge about confectionary, skills in confectionary-making, attitude toward confectionary, facilities/equipment required for confectionary curriculum and the types of confectionary. 4. Bakery operators with different backgrounds expressed different opinions on the integration of confectionary-making into the curriculum. Knowledge about confectionary was considered the most important. 5. Despite the slight variances in their perspective on the integration of confectionary-making into curriculum, both bakery operators and the teachers in the department of food and beverage in vocational high schools believed it is important to develop competences associated with confectionary. Keywords: knowledge about confectionary, skills in confectionary-making, attitude toward confectionary, facilities/equipment required for confectionary curriculum, the types of confectionary, hands-on practice in relation to confectionary-making