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Volume 34 (1991)
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Volume 34, Issue 3
Displaying 1-8 of 8 articles from this issue
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Machiko NodaArticle type: Article
1991 Volume 34 Issue 3 Pages 1-6
Published: December 20, 1991
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSIn order to clarify the state of the spread of homemaking practice rooms in modern style, newly-built home-making practice rooms of girls' secondary schools were investigated. The following results were obtained. 1. Cookery rooms spread rapidly, and then laundry rooms gradually. 2. First separate houses were applied to homemaking practice rooms, and then rooms of school buildings were applied to them. 3. Homemaking practice rooms in European style spread rapidly. 4. Gradually a sink and a kitchen range were combined into a cooking table. 5. At several schools they tried to set individual equipments for individual practice.View full abstractDownload PDF (824K) -
Machiko NodaArticle type: Article
1991 Volume 34 Issue 3 Pages 7-12
Published: December 20, 1991
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSIn order to clarify the process of formation of homemaking practice houses in America, their existence in the period of the formation of homemaking education were investigated through referential sources. The following results were obtained. 1. General homemaking practices were originally done in dormitories in the early years of women's higher education. 2. Cooking was done in school kitchens and general homemaking practices were done in housekeeping center in the manual training stage. 3. Gradually home management practice houses increased in number.View full abstractDownload PDF (709K) -
Minako Fukutome, Atsuko TsurutaArticle type: Article
1991 Volume 34 Issue 3 Pages 13-19
Published: December 20, 1991
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThe aim of this study was to examine the ideology and teaching contents of consumer education for home economics education following former papers. This paper examined the trends noted in the ideology of consumer education in the course of studies after the 4th revision of home economics education and social studies. Subsequently, these trends were compared with the ideology of official reports as given in our second paper. The results are as follows: 1. The description of comprehension about consumer protection on the 4th revision course of study was related to the official report (1966). 2. The 6th new course of study emphasized the consciousness of the consumer and also followed the official reports about consumer education reported by the Economic Planning Agency. 3. The contents of consumer education in school education consist of the formation of values for consumption life and education of ability for the realization of consumer's values on originality and subjectivity.View full abstractDownload PDF (809K) -
Atsuko Tsuruta, Minako FukutomeArticle type: Article
1991 Volume 34 Issue 3 Pages 21-27
Published: December 20, 1991
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSAccording to the results of our former papers, this paper clarified the contents and teaching process for consumer education in relation to home economics education. An attempt was made for a tentative plan for consumer education. The results are as follows: 1. Contents for consumer education consist of four areas related to home life, economic society, consumer rights and protection, and decision-making covering all three areas. 2. Decision-making includes both self life-management and social participation. 3. Home economics education was not only the foundation for consumer education, but also overlapped partially with consumer education contents. 4. Teaching process of consumer education consists of three indispensable processes: understanding of the present circumstances and problems, learning of the basic knowledge for values and the dual focus of decision-making.View full abstractDownload PDF (844K) -
Yaeko MutoArticle type: Article
1991 Volume 34 Issue 3 Pages 29-35
Published: December 20, 1991
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThis study investigated the difference in the process of changes between boys and girls after readiness and learning in evaluation of affective domain of nursery education. The results are as follows: 1. Girls have higher readiness to be familiar with children than boys and the change of the girls is higher than the boys after learning. 2. Girls have higher readiness to be familiar with their mothers than the boys. 3. Difference exist between boys and girls in readiness and process of changes toward images of children. 4. No difference exist between boys and girls in the process of changes of their understanding in children's development after learning.View full abstractDownload PDF (827K) -
Yaeko MutoArticle type: Article
1991 Volume 34 Issue 3 Pages 37-43
Published: December 20, 1991
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThis study investigated what images of children junior high school students have and how they understand children's development by classifying them according to their harmony with children. Aims of this investigation is to know individual process of changes after readiness and learning in the evaluation of affective domain of nursery education at a coeducational school. The results are as follows: 1. Slight difference exist between boys and girls in readiness of their images of children, when boys and girls are both familiar with children equally. 2. On each level classified by their harmony with children, there were slight difference in tendency between boys and girls in their process of changes toward images of children. Difference between girls and boys on each level of learning showed common tendency. 3. After learning, boys on the high level did not change in their understanding of children's development, while girls showed change.View full abstractDownload PDF (811K) -
Fukumi IhaArticle type: Article
1991 Volume 34 Issue 3 Pages 45-51
Published: December 20, 1991
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThe purpose of this study was to clarify the cognitive process of learners in home economics education classes by examining their memory. The three university students taught and the others played the role of student in the trial lessons on December 13, 1989. After a week, the seventeen university students' memory was examined by analyzing their free descriptions concerning the contents tought in them. On the other hand, the structure of them were examined by S-T analysis and Category analysis. The main conclusions deduced from this research were: 1. The learners did not take the contents of teaching as they were given. They tried to grasp them in their own way. 2. The various teaching-activities and the active learning-activities contributed to the retained memory of the contents, but were not always the case. 3. It was suggested that the activation of cognition in the learners was related to the reformation of the learners' cognitive structure.View full abstractDownload PDF (688K) -
Kaoru Horiuchi, Yoko Takei, Emiko TabeiArticle type: Article
1991 Volume 34 Issue 3 Pages 53-60
Published: December 20, 1991
Released on J-STAGE: November 29, 2017
JOURNAL OPEN ACCESSThis study investigated consciousness towards clothing construction of 5th and 6th grade elementary school children. The results are as follows: 1. Girls' learning motivation was higher than boys. The 5th grade children's motivation was higher than the 6th grade children. 2. Children's completion of their products indicated satisfaction. 3. Children who thought sewing skills were necessary for both boys and girls had higher learning motivation. 4. Boys who had high learning motivation denied sex role differentiation, whereas girls affirmed sex role differentiation.View full abstractDownload PDF (915K)
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