Abstract
This paper aims to propose essential conditions for efficient cooking classes by reexamining my previous research. My previous research can be classified into class research and data research. Class research resulted in the following: (1) One of the most effective ways of learning in cooking classes is when students talk together in groups and evaluate each others' cooking skills and food prepared. This method helps them to find their own problems and to solve them. (2) Students gain cooking knowledge using their physical senses which will be used to solve some problems they meet in the near future. (3) Students gain self-confidence in their cooking skills by carefully observing their classmates, reflecting on their own skills, and through trial and error, make more delicious dishes. Date research resulted in the following: (1) Cooking classes should be made to meet the children's needs, and by not using the past curriculum and the order of teaching proposed in cooking science. (2) There have not been sufficient cooking classes that aimed to gain cooking skills and promote students' understanding of cooking science. This was found by examining questionnaires from teachers, class reports and textbooks. (3) Cooking classes in Japan before World War II were taught based on their usefulness for students in their everyday lives from the viewpoint of improvement of living conditions. After that, Kozo Kondo proposed using measurements in cooking, which systematized cooking classes and made them a part of the school curriculum. From above findings, the essential conditions for efficient cooking classes are as follows: Teachers should stress the gaining of cooking skills in cooking classes. They should promote the process of students finding their own problems and solving them. They should plan cooking classes to promote students learning from each other.
