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The purpose of this paper is to construct and describe a snack service model for a comprehensive school.

Empirical data were collected from the school officials and the pupils by using a focus group method in two comprehensive schools. Moreover, the food service managers of Espoo and Vantaa cities' catering services were theme interviewed. Consequently, a description of the snack service models was conducted and a snack service model for a comprehensive school was constructed.

A constructed model for serving snacks consists of eight elements: snack products; service process; customers; pricing; procurement of snacks; nutrition recommendations; in‐house control and interest groups.

The constructed snack service model can be utilized as a standard model when serving snacks in a comprehensive school.

The constructed model may act as a reference model for the school catering organisations and the school officials when decisions related to snacks serving are made.

The purpose of this paper is to measure how three components of social representations (SRs) of new foods, Adherence to technology, Adherence to natural food, and Food as enjoyment, relate to Finnish and Italian university students’ religiousness, country of origin, sex, and field of study.

Italian and Finnish university students (n=564) completed a 27-item scale of SRs of new foods. A series of analysis of covariance was used to test the hypotheses.

As expected, technology students scored higher on Adherence to technology than social science students, and women and religious persons scored higher on Adherence to natural food than men and non-religious persons. Unexpectedly, Finns scored higher on Food as an enjoyment than Italians.

This study illustrates the usefulness of SR theory for studying food-related thinking, and throws more light on how religiousness, professional field, and sex are connected to the three components of SR of new foods in two European countries and food cultures.

The purpose of this paper is to compare the construction of health knowledge in the Finnish national curriculum and recent Finnish health education textbooks, at primary and secondary levels of education. The authors examine the visual and textual content of the textbooks in an attempt to identify their pedagogical style and approach to health education.

The study is part of an international, European Union funded, FP6 STREP Project, Biohead‐Citizen. Conceptual health knowledge construction is analysed evaluating the emphasis placed on a biomedical model or on a health promotion ( HP) approach. Pedagogical style of the text and illustration is classified as either neutral, persuasive, participative or injunctive, out of which especially persuasive and participative reflect the constructionist approach.

The textbooks cover a wide range of health topics and meet the core contents of the national curriculum. The approach used was primarily that of HP and used a persuasive and participative approach. The pedagogical style of text, tasks and illustrations reflected current pedagogical thinking.

The study encourages future research to explore the effects of pedagogical construction on materials and learning in health education.

The paper usefully analyzes the pedagogical properties of recent Finnish health knowledge textbooks.