With the aim of introducing eco-cooking into home economics classes, we performed the following experiments:
1. In a first-year class, according to a recipe from a cooking textbook used in a junior high school home economics class, we prepared a dish and assessed gas and water usage, amount of food waste, and required tools to calculate the total cost of cooking and CO
2 emissions using both conventional and eco-cooking methods. We then performed sensory evaluation of dishes prepared with each method.
2. In a second-year class, a dish was prepared twice with conventional cooking methods and once with eco-cooking methods after receiving eco-cooking education. We then compared the effects achieved by becoming proficient in conventional cooking with those achieved through eco-cooking.
3. We introduced both methods in teacher-training courses and conducted a survey on the viability of incorporating eco-cooking classes.
Results revealed that eco-cooking used 41% less gas, and 77% less water, in addition to producing 28% less food waste and 44% less CO
2 at a 62% lower cost. The results from the sensory evaluation of the two cooking methods indicated that there were no marked differences in taste.
Interestingly, a noticeable reduction in gas, water, food waste, cooking tools, cost and CO
2 emission was not achieved by becoming more proficient in conventional cooking though repetition of the method. Furthermore, the survey from the teacher-training courses showed a large number of positive comments.
The above findings corroborate the importance of eco-cooking education and the effect of sufficient one-time education.
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