The purposes of this study were to design a dietary education class for elementary school children and their parents in order to provide basic nutrition knowledge to enable them to apply such knowledge in their daily lives, and to evaluate the effectiveness of the class. In the class, children, in cooperation with their parents, reviewed the contents of their breakfasts from a nutrient balance perspective and created a nutritionally balanced breakfast menu. Analysis of the results of questionnaires conducted before and after the class revealed the following three points: 1) Both children and parents had an equally increased understanding of nutrition balance; 2) Due to its simplicity of use, the camera-equipped mobile phone-based information sharing system "clippicKids" contributed to sustaining children's interest in learning, thereby enhancing children's learning effects; 3) Both children and parents found the experience of learning together to be fun and enjoyable. These results suggest that the experimental parent-child cooperative learning class, which was conducted using the information sharing system "clippicKids" as a means to connect students in the classroom with their families, was on the whole effective.
This study attempts to verify the educational effects of a hard physical contact sport from the viewpoints of "emotion" and "awareness of the body". Eight lessons consisting of "wrestling sumo" with physical contact and "pole sumo" without physical contact were given to third year primary school pupils. Any changes of their "aggressiveness" and "awareness of the body" were examined through "study of the achievement of good lessons", "study of aggressiveness" and "study of awareness of the body". As a result, it was found that "pole sumo" suppressed the venting of the children's aggressive feelings while enhancing awareness of the body compared with "wrestling sumo".
In order to build a continuously developing society, environmental education for children who will bear responsibility in the 21st century is very important. China, whose economy is growing at a remarkable speed, is regarded as an education-conscious society. In considering the relationship between daily life and the environment, the following can be asked: how important is environmental education in schools and what are the features of children's environmental awareness and the nature of their consumer behavior? Focusing on elementary school children in China and Japan, this research project is an international comparative study on the awareness and solution of environmental problems and related consumer behavior. We found that Chinese children help their parents at home a lot more than Japanese children do. Elementary school children in both countries recognized that their everyday activities affected their natural environment. Moreover, both were highly concerned about environmental problems, and they participated in activities related to environmental protection positively. Although Chinese children showed a higher environmental consciousness, their recognition of environmental problems was lower than that of Japanese children. It was clearly evident that there were few means of acquiring knowledge about environmental problems.
The purposes of this study are the following two points: 1) to suggest life history of an experienced teacher in elementary school music, and 2) to clarify Structure and Factors related to teacher's competence formation in elementary school music. This study was advanced by Life-History Approach, and It was considered through a particular view point of music department. As a result of this study the following three points were confirmed: 1) Structure of teacher's competence formation in elementary school music involves two stages; At the first stage, the first indication of teacher's concept in music class was confirmed. At the second stage, reconstruction of teacher's concept in music class was confirmed. 2) Reconstruction of teacher's concept in music class means that they rearrange complex themes of music class, and 3) following four points were suggested as factors related to teacher's competence formation in elementary school music: i) Encountering impactful music class, ii) Overcoming teacher's Mid-Career Crisis, iii) Gaining self confidence and judgement, and iv) Creating school music culture and collaborative collegiality.
In this study, we report that the lessons for 5^<th> and 6^<th> graders using soccer "Task games," in which problem solving is required, were effective in improving their learning outcome. We measured the exercise intensity of 4 games in various time conditions in college students preliminarily: "dribbling soccer with two goals" "kick-line portball with side standers" "kick-line portball" "run soccer." Then we set out an 11-hour unit plan, in which these 4 "task games" were sequenced strategically and systematically. Lessons were performed according to the plan. As a result, learning achievements were found not only in physical fitness aspects, but also in technical and emotional aspects.
Elder care is one of the important social issues which senior high students should learn in Home Economics. In general, young students tend to consider that the care work is a tough and painful duty. This paper describes the planning, implementation and outcome of a lesson plan which is integrated to the activity of "Future Homemakers of Japan (FHJ)" in Home Economics program. The lesson practices helped high school students to come up with various ideas for elder care. The extra-curricular FHJ activity with a guest teacher encouraged the students to understand care work in the real world, although only a part of the students took part in the activity. After the lesson, most students recognized the importance of the care work practice, and the learning for elder care in the classroom.
This study explores the required elements in a practice casebook to assist in designing music classes at special needs schools. It analyzes the results of a questionnaire for music teachers at special needs schools about the reference materials to help design the classes. The results indicate that according to the teachers, the most important requirements to be included in the casebook are: 1) a clear indication of the relationship between child development issues and the teaching content; 2) an emphasis on music activities focusing on the body, and 3) a structure including 'songs and development examples'.