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32 巻, 3 号
選択された号の論文の11件中1～11を表示しています
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菊地 るみ子原稿種別: 本文
1989 年 32 巻 3 号 p. 1-7
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスBy questionnaire method, students in five junior high schools were asked about their thoughts on technical and homemaking education. The students were taught different contents under different learning situations in the schools : coeducation and separate education. The results are as follows : 1. As a whole, consciousness of the male students was different from the females'. The difference was clearer among the students under the separate education than among those coeducational. 2. Coeducation had the support from students of all the schools. But, the best learning situation chosen was the method that they had experienced.抄録全体を表示PDF形式でダウンロード (781K) -
鈴木 洋子原稿種別: 本文
1989 年 32 巻 3 号 p. 9-15
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスBefore the notification of the Course of Study (tentative plan), this study investigated the consciousness of home economics teachers toward clothing construction and food preparation for boys and girls in junior high school. The results were as follows : 1. Clothing construction was required by the teachers more in senior high school than in junior high school. The significance for the learning were, to enjoy the works, to understand the construction of the clothes. 2. Food preparation was required by most of the teachers. The significance for the learning were, to learn the cooking techniques in the daily menus, to understand the cooking property of the daily foods. 3. There were two groups with differing viewpoints on the significance for food preparation, but no grouping in clothing construction.抄録全体を表示PDF形式でダウンロード (698K) -
菊地 るみ子, 山石 健次原稿種別: 本文
1989 年 32 巻 3 号 p. 17-23
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスThe purpose of our investigation is to reconsider subject matters of the clothing area in home economics education, by concentrating on the integrity of environment. We taught students and consumers about the fluorescent brightening agent which was built in synthetic detergent and in new clothes. Although majority of the students observed the necessity of paying consideration to preserving natural environment, most students, especially males, had been washing clothes indifferently. The effect of teaching was that the students, especially females, improved their selection of detergent and/or washing method. Teaching the consumers, mostly females, was more effective than teaching the students; the consumers reduced their taste for white clothes remarkably. The wished to reduce the amount of the fluorescent brightening agent. It is necessary to teach males the clothing area as we now teach females. Also, it is indispensable to pay attention to increasing the public concern on health.抄録全体を表示PDF形式でダウンロード (884K) -
上田 典子, 岩垂 芳男原稿種別: 本文
1989 年 32 巻 3 号 p. 25-30
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスDetergent action as applied to textiles is remarkably dependent on the removal of soil and the prevention of redeposition of this soil. The more soil removed, the more preventive redeposition proceeds, we can get cleaner textiles. It is presumed that little is formerly guided about the mechanism on detergent action relating to the redeposition of soil, in estimating the contents of textbooks and guidelines for teaching on "General Home Economics" and "Clothing" of senior high schools. In order to develop an instructional material on detergent action with anti-redeposition agent in homemaking education, we introduce a water-soluble polymer, poly-ethylene glycol (PEG), as one of anti-redeposition agent. By the help of instructional materials emphasizing the redeposition of soil, students will be able to learn detergent action effectively.抄録全体を表示PDF形式でダウンロード (641K) -
山下 智恵子原稿種別: 本文
1989 年 32 巻 3 号 p. 31-37
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスThe aim of this study is to show the difference in the learning ability of two student groups : a group who have learned how to make paper patterns and the other group who used ready-made patterns, in making skirts. The results show that the former group displays better learning, by comparing the results of pre- and posttests, and performance tests by means of a rating-scale.抄録全体を表示PDF形式でダウンロード (757K) -
成瀬 明子, 長島 和子原稿種別: 本文
1989 年 32 巻 3 号 p. 39-45
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスTo establish a nutrition education program for male and female junior and senior high school students, we compared the nutritive terms found in Japanese and American homemaking textbooks. Nutritive terms were classified into four different categories. The number of subgroups in each category and their frequency were counted. The results were as follows : 1. There were more nutritive terms used in American textbooks than in their Japanese counterparts. 2. The number of terms in each of the four categories was more balanced in the American textbooks than in the Japanese. 3. In Japanese textbooks there were more terms covering nutrition and food chemistry. 4. American nutrition education textbooks emphasized weight control; Japanese textbooks, on the other hand, no mention was made.抄録全体を表示PDF形式でダウンロード (728K) -
山田 次郎, 小川 裕子原稿種別: 本文
1989 年 32 巻 3 号 p. 47-52
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスThey say it is difficult to teach food additives in homemaking. To investigate that reason, a questionaire was conducted on elementary school children and junior and senior high school students in Yamaguchi Prefecture. The following results were obtained. 1. There were large differences in knowledge of food additives between boys and girls in junior and senior high schools; girls know of food additives more than boys. 2. As they grew older, a large percent of girls had some misgivings about the safety of food additives, but only about half of the boys had. 3. For girls, learning food additives in elementary and junior high homemaking had important meaning on their consciousness of food additives.抄録全体を表示PDF形式でダウンロード (662K) -
舟橋 久子原稿種別: 本文
1989 年 32 巻 3 号 p. 53-59
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスThis study investigates the progress of skill in peeling during three years. Subjects are 25 mentally retarded students, aged 15 to 18. A series of two different materials : radish and "kaki" were given to the subjects. A piece of round Japanese radish in lengths of about 2cm were pared from outside to the center. Length of peeling like ribbon were measured as long as possible several times every year. Each student pared 10 "kaki" every year. Seven subjects were studied to measure peeling weight and time required. The following results were obtained. 1. Class average of length in peeling improved during the three years. 2. Patterns of their personal progress were classified into five types. Type A (2 students) showed peeling length changes from 0 to 5cm. Type B (6 students) showed changes from 20 to 100cm. Lengths of Type C (11 students) and Type D (5 students) increased from 5 to 50cm and 30cm respectively. Type E (one student) changed from 20 to 30cm. 3. Class averages of rate in peeling weight and time showed a decrease in the third year against the first year. Rate and time of peeling decreased from 23 to 21%, and 36 to 28 minutes.抄録全体を表示PDF形式でダウンロード (739K) -
柴 静子原稿種別: 本文
1989 年 32 巻 3 号 p. 61-67
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスThe aim of this study was to investigate the present condition of 491 housewives in Saga City toward the disposition and re-use of cooking oil waste and to consider how home economics teachers can make the best use of the findings in their teaching. The following results were obtained. 1. Few housewives collected cooking oil waste and/or re-used it by making soft soap from it. Especially younger housewives tended to dispose cooking oil waste in an unsuitable way. 2. Though problems exist in the present condition, housewives were eager to make soap from cooking oil waste. The reclamation movement is expected to be widespread among housewives. 3. Housewives used synthetic detergent at home. Home economics teachers should teach their students what attitude residents have toward cleaning materials, what problems are made by their use, and how to find the solutions. One solution is to make soft soap. Home economics teachers can introduce it in their teaching.抄録全体を表示PDF形式でダウンロード (825K) -
柴 静子原稿種別: 本文
1989 年 32 巻 3 号 p. 69-75
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスThe aim of this study was to pass fair judgment on making soft soap from cooking oil waste as a teaching method by an investigation made to school lunch cooks, members of a consumer group and home economics teachers. The following results were obtained. 1. There was no difference in disposition and re-use of cooking oil waste and the use of synthetic detergent between food preparation rooms in schools and in the homes. 2. Elementary school lunch cooks and members of a consumer group re-used cooking oil waste positively. Though home economics teachers who had experience in making soft soap were only 12.9%, many recognized the significance of making soft soap as a teaching method and were eager to introduce it into their classes.抄録全体を表示PDF形式でダウンロード (860K) -
瀧川 美樹原稿種別: 本文
1989 年 32 巻 3 号 p. 77-81
発行日: 1989/12/15
公開日: 2017/11/29
ジャーナル オープンアクセスI tried to search how students of senior high school judge the values on housing, and how students' value judgment were influenced by their cognition or experiences of housing. The results are as follows : high school students' cognition of words concerning housing do not influence judgment on housing, but their consciousness toward present housing conditions do. So we should offer the learning environment in which students can be matured in judging values on housing by concern for their present consciousness of housing conditions.抄録全体を表示PDF形式でダウンロード (489K)
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