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Volume 33 (1990)
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Volume 33, Issue 1
Displaying 1-10 of 10 articles from this issue
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Yuki Yano, Noriko Sakakibara, Yasuno TokidaArticle type: Article
1990 Volume 33 Issue 1 Pages 1-6
Published: April 16, 1990
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSA questionnaire was carried out for 600 university female students to clarify the images of homemaking as viewed from the learners' side and to thereby obtain a possible guide for the improvement of homemaking education. The results are summarized as follows: 1. Learners do not particularly like or dislike homemaking given in the elementary school as well as in the junior and senior high schools. 2. Differing from the case of other subjects, a large number of learners who dislike homemaking also dislike the teacher of the subject. 3. Likes and dislikes for homemaking apparently parallel the likes and dislikes for sewing and cooking. 4. Inferiority complex which often arises from severe evaluation of the individual's ability for the practice seriously influences likes and dislikes for homemaking.View full abstractDownload PDF (597K) -
Noriko Sakakibara, Yuki Yano, Yasuno TokidaArticle type: Article
1990 Volume 33 Issue 1 Pages 7-14
Published: April 16, 1990
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThe state of teaching homemaking and the images of the teacher were summarized according to the replies of the questionnaire in this report. The results were as follows: 1 Lessons in homemaking that the learners took in their school days were taught mainly by textbooks and conformed to the old contents. 2 Many learners disliked learning homemaking and disliked the practice about clothing. 3 Images toward their homemaking teacher were negative ones such as meticulous, faultfinding and hysteric. 4 It is obvious that the teacher having gifted humanity should teach homemaking including the present contents by practical methods.View full abstractDownload PDF (971K) -
Hiroko Ogawa, Jiro YamadaArticle type: Article
1990 Volume 33 Issue 1 Pages 15-22
Published: April 16, 1990
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSTo enrich the contents of co-educational homemaking education, we conducted a research on parents about their concepts of the subject, who have children of school age from elementary school to senior high school in Yamaguchi Prefecture. The results are as follows: 1. More than 70% of parents support the idea that boys study homemaking education for a longer term than that required in the present course of study. 2. For the contents of co-educational homemaking education they ask that children develop social manners and understand the meaning of family relationship. Other important elements to be cultivated are homemaking skills and willingness to share chores. But many do not think much of scientific and cultural aspects of homemaking. 3. "Science and culture" and "daily life" are determining factors of the co-educational homemaking education. Generally, fathers, not mothers, those who have only sons, and supporters of the co-educational homemaking education at senior high school are inclined towards the "daily life" factor rather than the "science and culture" factor.View full abstractDownload PDF (822K) -
Junko TainoshoArticle type: Article
1990 Volume 33 Issue 1 Pages 23-29
Published: April 16, 1990
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThe purpose of this study is to clarify the difference both in quality and quantity of the living independence of childhood between students and their parents, and to investigate its educational effects. The main conclusions from this research are: 1. The participation rate of household work showed a great difference between students and their parents, but the content of household work makes no difference. 2. Parents recognized that the participation of household work is important for the growth and development of their children. However, the parents had negative opinion towards their children doing responsible household work, because the children seemed unwilling to do household work.View full abstractDownload PDF (902K) -
Kaoru Horiuchi, Yoko Takei, Emiko TabeiArticle type: Article
1990 Volume 33 Issue 1 Pages 31-38
Published: April 16, 1990
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThis study attempted to clarify adults' consciousness towards contents of the clothing area, and to consider desirable contents of this area. The results are as follows: 1. Clothing education owed largely to homemaking education. 2. Adults considered fundamental sewing skills as skills necessary for living; dressmaking and handicrafts as hobbies. 3. Men and women wished to learn things useful for daily life.View full abstractDownload PDF (878K) -
Sachiko Furuta, Akiko YoshiiArticle type: Article
1990 Volume 33 Issue 1 Pages 39-43
Published: April 16, 1990
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThe technical test system are taken in homemaking education for senior high school girls and are said to be effective for the leveling up of sewing skills. The test must be made not only for the inspection of the total training acquired but also for the scientific analysis of the sewing procedures of the teaching materials. So the working procedures and the needed time for the work was carried out and the suitability of the above mentioned sewing items was reexamined. The findings are as follows: l. The ratio of the length of the main work is 1:2 for the 1st and 2nd grades, respectively. 2. In regard to the time needed for each working element, the greater part of the time is naturally spent on handsewing and machine sewing in every grade. 3. The sequence of sewing procedures is the same for each subject in the 2nd grade. But some of them started from the sleeves in the 1st grade certification.View full abstractDownload PDF (477K) -
Sachiko Furuta, Akiko YoshiiArticle type: Article
1990 Volume 33 Issue 1 Pages 45-49
Published: April 16, 1990
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSFrom the succeeding examination of the technical certification in homemaking education for senior high school girls results obtained are as follows: 1. The amount of the motion for the 2nd grade is greater than for the 1st and greatest in the beginning 40 minutes. 2. Results of the analysis of micromotion by Terblig symbols showed that much ineffective movement enters if not fully skilled in the case of the 2nd grade, which requires longer time for completion. 3. Energy consumption is greatest in handsewing, especially in the handsewing of the 2nd grade material which amounted to 50% of the total consumption.View full abstractDownload PDF (458K) -
Emiko Tabei, Aiko SoejimaArticle type: Article
1990 Volume 33 Issue 1 Pages 51-58
Published: April 16, 1990
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThe results of the investigation on the consciousness and working behavior of junior high school students about food preparation are as follows: 1. As for cooking experience, boys are inferior to girls toward interest and eagerness for cooking. 2. The subject matters learned already are more often practiced at home than the unlearned matters, with no difference between boys and girls. 3. When food preparation is conducted in groups made up of only boys or only girls, the work amount makes no difference according to the sexes. But in the mixed groups, the boys' working amount is less than the girls'. We have reached the conclusion that in order that each student experience as much cooking as possible, groups should be made up of only boys or only girls and that each individual should be given a role in the process of cooking.View full abstractDownload PDF (823K) -
Mihoko Funaki, Emiko SasagawaArticle type: Article
1990 Volume 33 Issue 1 Pages 59-63
Published: April 16, 1990
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThis study has objectives to look up actual conditions and characteristics on the way to proceed cooking exercises between students of M-school and H-school. This report showed results as follows, after analyzing relations between hours and learning experiences during cooking lessons and information collections with cooking behaviors. 1. The needed hours at cooking exercises of M-school is shorter than H-school, and were about three-fourth of H-school. 2. The difference of the needed hours of both schools showed that it was closely related with "the indirect experiences" and "other experiences" which were stronger than "the direct experiences." 3. It was recognized in H-school rather than in M-school that they needed more information-collecting hours before "direct experiences. " For both schools, in the case of with complicate learning contents and new contents, it became clear that information-collecting hours increased. 4. With contents on information-collecting, it became clear at H-school that twice the time on information be haviors "to recognize" such as textbook, planning papers and so on, as compared with the M-school. No difference exist on behaviors "to observe" in either schools.View full abstractDownload PDF (498K) -
Emiko Sasagawa, Mihoko FunakiArticle type: Article
1990 Volume 33 Issue 1 Pages 65-69
Published: April 16, 1990
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSAs in Report l, it was recognized that there were clearly differences of the needed hours to cook between M-school and H-school. In this report, students' movement during cooking and contents of working were analyzed with results as follows: 1. Compared with M-school on motion times during cooking, H-school showed one and a half times more. 2. In regard to process of motions, H-school showed more on "to move for information-collecting," and were about three times more than M-school. In M-school, "useless motions without objective" were not found, but were l.6% of the whole motion times for the H-school. 3. One of the reasons why the need-hours of cooking for H-school prolonged may be due to motions for information-collecting and for useless motions without objective. 4. It may be suggested that the length of overlapping hours for the two working is concerned with the length of whole needed-hours of cooking exercises.View full abstractDownload PDF (454K)
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