Abstract
The purpose of this research was to clarify the learning processes in home economics classes
based on the results of protocol analysis from the perspective of Vygotsky’s learning-instruction theory.
Following the theory the home economics classes were positioned in the learning process. The other
purpose of this research was to specify the direction of lesson making. The main conclusions of this study
were as follows;
1. In the beginning of the class, the learners ambiguously grasped the object. The learners eventually
clarified the meaning for themselves by the interaction with others.
2. The teacher made the learners externalize their lives and family views, and encouraged interaction
among learners by clarifying diversity. In addition, teachers’ encouragement to differentiate was
important to activate the learner’s interaction.
3. It was important for the learners to look at their own lives, and place an object again.
