Abstract
There are concerns that study concerning "family" in high school home economics classes may become separated from students' lives As a solution for this problem, this study presents a new effort using "role-playing debate" on the theme of allowing separate surnames for married couples in the class concerning "family," as "practice in a dialogue-based lesson" This study, using qualitative research methods focusing on the narrative approach, examines how the experience of classroom learning affects the students and how each student talks about experiential knowledge and school knowledge in the final practice of this lesson. Part 1 clarifies "what reasons the students give" as reasons for pros and cons on allowing separate surnames for married couples, and categorizes "the central topics in narratives." As a result, 5 categories and 17 subcategories were extracted, and the following characteristics were identified. (1) Nearly half of the students grasp the marking called "surname" as a metaphor for family, expressing "the sense of unity, relationship, and bonds." (2) The students show characteristic in discussing a problem by making it compelling from their own present standpoint. At the same time, when giving reasons, they weave narratives with multidimensional viewpoints.
