As a means of insuring accuracy of communication about home economics educational objectives, their effectiveness of communication was compared with their descriptive usage, especially in applying Bloom's Taxonomy and vocabulary for Affective and Psychomotor Domain objectives in the course of study of two countries, Japan and the U.S.
Findings and implications are as follows :
1) Home Economics Objectives a) In Japan, Affective Domain and Psychomotor Domain objectives are both independent, while they belong to Cognitive Domain as lower objectives in the U.S.
b) As far as Psychomotor Skills are concerned, behavioral outcomes are expected differently in Japan and the U.S.; Japan expects aquisition of skill itself, while the U.S. offers Psychomotor Skill as an educational experience to apply knowledges and/or principles.
2) Vocabulary a) In Japan, only one word of “think” was used, while in the U.S. three levels and 2 to 3 words were used in each level according to the Bloom's Taxonomy for Affective Domain.
b) As far as Psychomotor Domain is concerned, only one word of “can” was used in Japan; besides, “can” was used for Cognitive Domain, too. In the U.S. only one word of “psychomotor skill” was used like in Japan; there was no usage for it in any other domain.
3) Conclusion
Affective Domain and Psychomotor Domain objectives are described more accurately in the U.S. than in Japan.
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