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Volume 30 (1987)
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Volume 30, Issue 3
Displaying 1-10 of 10 articles from this issue
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Yoshiko GotoArticle type: Article
1988 Volume 30 Issue 3 Pages 1-5
Published: January 20, 1988
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThe purpose of this study is to make clear the types of home economics teachers according to their typical concerns of instruction. A questionaire was given to 152 home economics teachers at elementary schools in Yamaguchi Prefecture in 1984. The results of factor analysis as to what aspect these teachers emphasize home economics showed that they economics teachers are divided into five types : those attaching importance to 'manners', 'dwelling', 'skills training', 'home management' and 'scientific theory'. This study implies the necessity of designing teaching materials suitable for teachers of each type.View full abstractDownload PDF (598K) -
Misako KuwahataArticle type: Article
1988 Volume 30 Issue 3 Pages 6-13
Published: January 20, 1988
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSFacts about homemaking education for boys in Kumamoto were investigated by a questionnaire for public junior high schools and a questionnaire for industrial technology and homemaking teachers in 1985. The subjects were 205 in the former and 557 (257 homemaking teachers; 300 industrial technology teachers) in the latter. Of these, 86.3%, 84.0%, and 70.3% answered to the questionnaire, respectively. The results obtained are as follows : 1. Of the schools that cooperated, 72.8% provided boys with homemaking education in one area and 9.6% in three or more areas, with the food area treated in all areas. 2. It was in 53.1% of the schools that the boys and girls were taught homemaking together in the classroom, showing an increase of about 20% as compared with the 1982 survey.View full abstractDownload PDF (942K) -
Misako KuwahataArticle type: Article
1988 Volume 30 Issue 3 Pages 14-21
Published: January 20, 1988
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSTo get a perspective of homemaking education for boys, an investigation was conducted by a questionnaire for industrial technology and homemaking education teachers. The results obtained are as follows : 1. It was suggested by 56.9% of the homemaking teachers and 64.3% of the industrial technology teachers that one or two homemaking areas be taught to the boys. 2. It was suggested by 3.2% of the homemaking teachers and 9.0% of the industrial technology teachers that the boys be taught separately from the girls. 3. Few of the teachers regarded homemaking as unnecessary for boys. The concept that the same curriculum of homemaking education be taught for boys and girls was supported by about 20% of homemaking teachers and 10% of industrial technology teachers.View full abstractDownload PDF (855K) -
Motoko Fukuzawa, Miwa Karino, Emi MorinagaArticle type: Article
1988 Volume 30 Issue 3 Pages 22-29
Published: January 20, 1988
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSA questionnaire survey was conducted regarding garments worn by elementary school children to see their wearing behavior from several aspects. The results were used to establish a curriculum for consumer education, aiming at development of independent individuals, within the area of clothing only. The curriculum incorporates a good deal of clothing management, sewing and wearing. The curriculum is different from the teaching guidelines now in use. Problems remain in conjunction with setting up of time schedule and subject matter. These problems, however, are expected to be solved as we gain practical experience so that a better curriculum is completed in the future.View full abstractDownload PDF (938K) -
Machiko NodaArticle type: Article
1988 Volume 30 Issue 3 Pages 30-34
Published: January 20, 1988
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSIn order to clarify the process of formation of homemaking practice rooms, traditional homemaking practice rooms were investigated through referential sources. The following results were obtained. 1) General homemaking practices were done in dormitories, vocational homemaking practices were done in workshops, and formal homemaking practices were done on Japanese-matted floors. 2) Daily home life situation was thought to be the best practice room for homemaking education.View full abstractDownload PDF (614K) -
Kaoru HonokiArticle type: Article
1988 Volume 30 Issue 3 Pages 35-40
Published: January 20, 1988
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThe process of forming home economics education in Japan after World War II has not been fully clarified. The aim of this study was to clear the process by referring to GHQ/SCAP CIE Papers from December 1945 to August 1946. Following results were obtained. 1. The Education Division of the Civil Information and Education (CIE) which had been set up in GHQ/SCAP, proceeded to textbook screening from December 1945. Sewing textbooks were approved in early 1946 but cooking textbooks were unprepared for the new school term. 2. Capt. Donovan, Women's Education Officer of the Education Division of CIE, believed that it was necessary to decrease the number of school hours of cooking and sewing courses in order to improve women's education in Japan. 3. Preliminary Committee of the Curriculum Revision was set up by Ministry of Education in April 1946. On June 15, 1946, the Committee submitted the interim report on new curriculum for elementary schools which included sewing for 5th and 6th grades. 4. On August 1, 1946, home economics education was introduced into the tentative curriculum for elementary schools. It indicated the Committee's intention that cooking and sewing should be integrated as home economics education.View full abstractDownload PDF (695K) -
Kaoru HonokiArticle type: Article
1988 Volume 30 Issue 3 Pages 41-47
Published: January 20, 1988
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThe aim of this study is to clear the process of forming home economics education in Japan from August 1 to October 8, 1946. This report used the same references as in the first report. August 1, 1946, Preliminary Committee of the Curriculum Revision reported the plan that sewing and cooking would be integrated in home economics education. But cooking and sewing experts did not expect any changes at all. On September 27, 1946, the new curriculum of elementary and secondery schools was formed officially and home economics education was placed in it. The classes of home economics education expected more practical education for girls. On October 8, 1946, Domestic Science Committee for Revision of Curriculum was set up at Ministry of Education. Home economics course of study was to be written by this Committee.View full abstractDownload PDF (773K) -
Yoko ItoArticle type: Article
1988 Volume 30 Issue 3 Pages 48-53
Published: January 20, 1988
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThe purpose of this study was to research the influence of certain audio-visual materials on the interest of senior high school students toward children, their notion of development and their choice in the way of bringing up children. The results were as follows : 1) By watching audio-visual materials which show scenes of children playing lively, senior high school students took more interest in children. 2) By watching audio-visual materials, they became conscious of the importance of the environment on child development. 3) Watching audio-visual materials showed no influence on their choice of the way of bringing up children.View full abstractDownload PDF (593K) -
Yoko Takei, Yoshiko KusanoArticle type: Article
1988 Volume 30 Issue 3 Pages 54-61
Published: January 20, 1988
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSWe dealt with use of sewing scissors in homemaking education in elementary schools. Skills in using sewing scissors were based on skills of using working scissors. Therefore, we investigated how parents and kindergarten teachers educated kindergarten children in using working scissors in their homes. The results were as follows : 1. Parents positively made their children use working scissors in their homes. But, not understanding the teaching points, they could not educate the use of working scissors in the proper way. 2. Kindergarten teachers educated with stress on safety. 3. It was necessary for kindergarten teachers to show parents the purposes for education of skills of working scissors, teaching proper techniques, and to urge them to practice.View full abstractDownload PDF (724K) -
Keiko Amaki, Harumi Ikuno, Yoshie IwasakiArticle type: Article
1988 Volume 30 Issue 3 Pages 62-67
Published: January 20, 1988
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSIn order to examine the effect of experiment and practice in teaching washing, we took up washing of wool knitting. We investigated how to treat the teaching materials, namely, which is better to wash, a wool knitting article or a cloth of 15cm×15cm at a junior and a senior high school and a university. The results were as follows : 1. The effect of learning suitable washing and applying was better in practice than in experiment. 2. The scientific basis to washing was understood better in experiment than in practice. 3. More students after experiment learned it was difficult to wash a wool knitting article. 4. Those who practiced wanted to wash a wool knitting article more than those who had experiment.View full abstractDownload PDF (525K)
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