Background: Consumption of foods of insect origin is encouraged, since insect consumption is seen as one of the responses to the environmental impact of meat production. This study examines the attitude (A), subjective norm (SN), perceived behavioral control (PC), and food neophobia (FN) toward the consumption of foods of insect origin, as well as the conditions for eating insect-based foods among vegans, vegetarians, and omnivores. Methods: The data was obtained by using an online survey and convenience sampling (n = 567, of whom omnivores represented 74%, vegans 5%, and non-vegan vegetarians 22%). Results: The three dietary groups exhibited significantly different intention (I) to eat foods of insect origin. Vegans held the most rigid negative attitude (A), and their subjective norm (SN) to eat insects was weaker compared to that of omnivores (p < 0.001) and non-vegan vegetarians (p < 0.001). Vegans’ perceived behavioral control (PC) over their eating of insects was stronger compared to that of omnivores (p < 0.001) and non-vegan vegetarians p < 0.001), and they were more neophobic than omnivores (p < 0.001) and non-vegan vegetarians (p < 0.001). Non-vegan vegetarians held the most positive attitude toward eating insects, and both non-vegan vegetarians and omnivores thought that insect consumption is wise and offers a solution to the world’s nutrition problems. In contrast, vegans regarded insect consumption as immoral and irresponsible. Conclusions: Vegans’ weak intention, negative attitude, and low willingness to eat insects in the future exhibit their different dietarian identity compared to that of omnivores and non-vegan vegetarians.

This research is a contribution to issues of digital technology use at the interface of formal and informal learning contexts. The research was conducted in the discourse tradition and investigates Finnish teacher training students’ ‘manners of speaking’ as resources for, and obstacles to, making pedagogical changes in response to the potential of digital technology. Findings revealed that the resources and obstacles associated with transitions between formal and informal learning contexts are concerned with students’ engagement in: (i) linking formal and informal activities, (ii) avoiding uncertainty, and (iii) participating in shared work practices. This research argues that risk taking is an opportunity in making the associated pedagogical changes. Risk taking can be developed in teacher education by critically evaluating how to support students in their use of digital technology at personal, group and cultural levels.

In this paper, we examine the concept definitions a group of South African upper secondary school mathematics teachers (N = 47) express and how their understanding of the truth value, the role of variable and the syntax of expression appear in the participants' explanations for their assessment of examples and non-examples of equations. We use content analysis and standard quantitative methods. The data consists of the participants' answers to a questionnaire reflecting both Teachers' concept definitions of equation and their skills in classifying examples and non-examples of equation. Altogether 27 participants were able to give a correct definition of the equation concept. Ten participants' definition was slightly ambiguous yet meaningful and ten participants failed in this task. In general, the participants had very high confidence in the sufficiency of their skills in classifying examples and non-examples of equations. Nevertheless, on average, they only succeeded in correctly identifying an equation in 13 of 24 items, with most of the equations being quite simple and none beyond the upper secondary school level. The findings of this study also reveal a common and dominant conception that equations should always possess the truth value ‘true’ although truth value is discussed only in one participant's concept definition. Secondly, the participants are quite careless about the syntax and the involved binary relation in particular despite the fact that the correct form of equations and the equality relation were regularly mentioned in their concept definitions of equation. Finally, some participants seem to think that there is only one equation related to each algebraic problem.