Abstract
In the process of learning how to peel, many children are observed who cannot peel well. In this study, we compared the results of two different ways of teaching. Two classes in the sixth grades were selected. One class was given the knowledge of the wasting rate of potatoes and was taught to peel as long and as thin as possible. The other class was not given any special knowledge of the wasting rate but was encouraged to peel as long as possible. As a result, more children in the former class became conscious about peeling that they took more time and peeled short. It also became clear that the lower marks they got in the test of handling the kitchen knife, the more were they influenced by the instruction.
