The purpose of this study was to clarify the actual condition of learning by discussion on family relations in recording their contents and adopting the protocol analysis. The discussion was developed by telling about their own family and experience. There were four characteristic opinions expressed. 1. They hypothesized from their own experience. 2. They examined their hypothesis by applying to their real lives. 3. They examined the subject by applying themselves to the example. 4. They examined the subject by transforming the example.

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The purpose of this study was to clarify the cognitive process of individual learners relatively to the discussion of family relations, by analyzing the protocol of the discussions and the contents described by individual learners. The main conclusions of this study were: 1. Their views and the sphere that they were conscious of about their families changed, which had close relationship to the contents of the discussion. 2. They took interest in their own cognitive process and others.

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The purpose of this study was to clarify the conditions and the issues in Home Economics education in junior high schools by means of questionnaire in 12 selected prefectures across the country. The paper (1) reported the actual conditions of Home Economics teachers. The results are as follows: 1. Male teachers in charge of Home Economics classes comprised fewer than 5% of the specialty's teaching force. 2. The majorities of Home Economics teachers were in age of 20's and 30's. 3. About 24% of the teachers in charge of Home Economics classes had no Home Economics Educational Personnel Certificate. 4. About 30% of junior high schools had no full time Home Economics teachers. The above mentioned results varied with region.

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This study aimed to examine how the education of home economics are actually performed and where the problems exist through the questionnaire to the selected 12 prefectures across the county. The outcomes of the survey were as followings: Firstly, each class completion rate of the elective subjects were 89% in "nursing", 70% in "clothing", and 31% in "housing". Secondly, on the gross hours of class offered in a year 52.4% of the schools offered 105 hours and 44.4% of the schools offered 70 hours respectively. Lastly, the rates of coeducation were respectively 82% in "nursery", 74.2% in "housing", and 58.6% in "clothing". By analyzing the survey some characteristics of each prefecture and the issues to be solved were revealed.

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The purpose of this study was to clarify the outline of the standard teaching method and the practical problem for the Japanese dressmaking in elementary schools from the Meiji to the Taisho era. It was investigated through the teacher's manuals which were published from 1897 to 1919 and educational magazines published by the elementary school attached to Tokyo Teacher's College. The results were as follows: 1. Mainly three steps of instruction were applied to simultaneous teaching of Japanese dressmaking. Teaching instruments were used for medium of teacher's explanation and student's apprehension. Sewing of parts was regarded as important analytical teaching instrument, and cloth to practice was assigned also. 2. As for practical problems to teach Japanese dressmaking simultaneously, there were problems, such as the supply of the material, the educational instruments, a method of application of teaching tools, and standardization of sewing skill.

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The purpose of this study was to clarify the influence of the teaching method which was being given a great deal of attention for the Japanese dressmaking from the Meiji to the Taisho era. The results were as follows: 1. It was serious problem to overcome the dullness of the study of teaching method and to catch teaching level up with other subjects. The elementary schools attached to Teacher's College were propulsive power for the study of teaching method in the Taisho era. 2. Teaching ability was regarded as important besides skills for teacher of Japanese dressmaking. 3. The teacher's manuals of Japanese dressmaking contributed to generalize the teaching method and to promote the study. 4. The cramming system and imitative quality derived from the stereotyped teaching method was criticized by people, then it was insisted on sense of teaching that demand spontaneity and creativity of students.

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In the area of "Home Life" at a junior high school, lessons were given based on the two-dimensional diffusion method through the medium of living situations, in order to make students understand the relation between family life and that of one's own. The above method was applied to Home Economics Education to support the formation of an image of oneself as a student, and to visualize one's concept on the two-dimensional plane in accordance with his actions and interpretations. As learning effects, the following results were found: Students could position the two-dimentional plane, by judging the estimated degree of comprehension derived from the frequent usage of each room and from actions of himself and of his family in that room. By analyzing this map, characteristics of his cognition of living space were made clear. Also, each student was able to discover his self-image and obtain a new point of view toward family life.

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In continuation of the first report, a student was trained to obtain self-cognition of situations in which he was recognized from his family, by making intercomparison between his map and a map made by his family. As learnig effects, the following results were found: There appears a discrepancy between the estimated degree of comprehension of a student and that of his family, and a tendency that the estimated degree of comprehension of the student is lower than that of his family. From discussions among students, it was possible to search for the reasons of discrepancy and difference. And after recognizing this discrepancy and difference, it was possible to reflect on the action of oneself, and also to form a cognition in which his actions tended to be modified towards mutual understanding.

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