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Volume 45 (2002)
- Issue 4 Pages 335-
- Issue 3 Pages 237-
- Issue 2 Pages 109-
- Issue 1 Pages 3-
Predecessor
Volume 45, Issue 2
Displaying 1-9 of 9 articles from this issue
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Akiko UENO, Takako OKAMURA, Mihoko SAITO, Katsuko MAKINOArticle type: Article
2002 Volume 45 Issue 2 Pages 109-118
Published: July 01, 2002
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe first and second papers clarified that making a Game of Life was an effective educational method with some aspects of Life Planning Education. In the games and the worksheets, the students listed many events concerning going on to college/university, getting a job, finding a boyfriend/girlfriend, getting married, having a family relationships and a family life. It showed their high interest in those events. Therefore, this research was to characterize the Illustrated life events concerning going on to college/university, getting a job, finding a boyfriend/girlfriend, getting married having a family relationships and a family life. Further a possibility to use the Game of Life in other themes of Home Economics was discussed. The method of conducting this research was identical to the first paper. The results were as follows : 1. While making the games the students shared their views of occupation, love, marriage and family with their classmates. Those various views were reflected through the diversity of events and life courses put on the games. 2. Making the Game of Life was helpful for both the students and teachers to understand the students views of occupation, love, marriage and family. 3. The characteristics of the students' views of occupation, love, marriage and the family created the possibility of making a Game of Life to motivate learning other themes in Home Economics.View full abstractDownload PDF (922K) -
Noriko ARAI, Tomoko YOSHIKAWA, Keiko OSHIMAArticle type: Article
2002 Volume 45 Issue 2 Pages 119-129
Published: July 01, 2002
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSHome economics education classes offer a great chance to make students aware of gender bias both in themselves and in society at large, as well as nurture student consciousness and encourage behavior which will be free from such bias. As the first step of this report, the study task on gender was organized along three categories : gender role, gender difference and gender discrimination. Then this study explored issues of lesson conceptualization along the following theoretical lines : 1. Incorporate the following two concepts into a lesson "key concept" : the pursuit of "self-actualization" and the pursuit of "independence". 2. Make use of the following aspect in a lesson : "Think about student's future goals and their occupation". 3. The lesson included topics ranging from the personal issues of the students themselves to issues related to society at large. The 17-hour trial lesson "Gender and ourselves" was developed with this framework in mind. The lesson was attempted to the 1st grade students of a senior high school in Fukui Prefecture. Our observations show that students were generally interested in the lesson, and that the framework and contents of the lesson were helpful for students to pursue deeply the issue of gender equity.View full abstractDownload PDF (1110K) -
Noriko ARAI, Keiko OSHIMA, Tomoko YOSHIKAWAArticle type: Article
2002 Volume 45 Issue 2 Pages 130-140
Published: July 01, 2002
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThis report analyzed the effect of the home economics lesson "Gender and ourselves" which was tried with 1st grade students in a senior high school in Fukui Prefecture. Data includes student questionnaires, free descriptions and their final research reports. The results were as follows : (1) Ninety-four percent of the students replied that the study was interesting which suggests that the lesson was evaluated with high acceptability. (2) The lesson items, which students reacted most strongly to, were, "Designing cloths to wear in school" "Steps for independent living" "Thinking about your future plan and occupation" and "Research report". These items commonly included study procedure in which students could recognize themselves at the moment, look towards their future and search for what they wanted to know. (3) In the free final description provided after the lesson was over, 56% of students wrote that their levels of consciousness with regards to gender bias and the need for positive attitudes toward gender equity increased. Female students showed more active interest on gender equity than male students. (4) Two thirds of the students selected topics on gender issues in their final report. The most popular theme was about the issues of gender role and gender discrimination in relation to work. From this, it seems that the theme of the lesson was successfully transmitted to the class. These results lead to the conclusion that the purpose of the lesson "To help students become aware of gender bias both in themselves and in society, and to get a positive attitude toward gender equity", was achieved and that the theoretical framework for the lesson on gender was proven to be effective.View full abstractDownload PDF (1006K) -
Tomoko WATAHIKI, Atsuko TSURUTA, Minako FUKUTOME, Kaoru HORIUCHI, Kyok ...Article type: Article
2002 Volume 45 Issue 2 Pages 141-151
Published: July 01, 2002
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe purpose of this study is to clarify the issues on home economics education in junior high schools through a survey of junior high schools in 12 prefectures. Teachers' consciousness on teaching home economics was analyzed using the career histories of home economics teachers and whether or not to have a teacher's license for home economics. A yearly teaching plan, the relationship between industrial arts and home economics and views on coeducational home economics classes were recognized to be relevant to the teacher's long or short career history of home economics and whether or not to have a teacher's license for home economics. In conclusion, it is important that teachers only teach in the field for which their license is valid, and that opportunities for reeducation and study for teachers are guaranteed. Also discussion is needed on the subject of"Industrial arts and home economics" which is combined as one subject in spite of the fact that a teacher's license for these subjects is different.View full abstractDownload PDF (826K) -
Miyuki OKADAArticle type: Article
2002 Volume 45 Issue 2 Pages 152-161
Published: July 01, 2002
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe objective of this study was to examine materials about home economics education from 1955 to 1964, and to make clear the result and the problem of home economics education at time. The results were as follows : 1. The result was to make clear the identity and the originality of home economics education. But it was the problem that parents and teachers retain a sense of feudal value about home life and home economics education. 2. According to the plan of guidance, resercher from domestic economics education, at prefecture countries, as center which regulted in advance of creation, But the problems was that was not made it all the schools. 3. The result was to research about the learning of child's own free will, bringing up practical behavior, and the relation between the province of home life and the province out of home life, and to make many reports about that. But there were many problem about leaders and facilities. 4. It was decreased gradually the difference between the contents of learning and parents wishes, and it was promoted a better understanding on the part of parents of home economics education. Besides that's study conseming the evaluation has started.View full abstractDownload PDF (1136K) -
Kayo UTSUNO, Kaori IWASAKIArticle type: Article
2002 Volume 45 Issue 2 Pages 162-171
Published: July 01, 2002
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSTo clarify trends and directions of studies on home economics education, 910 original papers in Journal of the Japan Association of Home Economics Education and 615 oral presentations of the Annual Conferences from 1959 to 1999 were analyzed. The results were as follows : 1) The annual number of research papers, oral presentations has increased, but the volume of research papers has been at the same level in 1980's. 2) In'60s-'70s, studies of food and clothing showed a large percentage. From'80, studies on family relations and new areas in "minimum essentials" suggested by the JAHE have been increased. 3) Studies on the essence and history of home economics education showed a small percentage through the whole era. 4) There were many studies about learning contents in food, clothing and living (research papers). Based on the results following issues can be pointed out : 1) Studies on child rearing and living should be done. Research papers should cover new areas containing "minimum essentials". 2) The essence and history of Home Economics Education should be studied more. 3) About learning contents and teaching methods in the new area should be researched more in the future.View full abstractDownload PDF (875K) -
Misako KUWAHATA, Mariko ISHIBASHIArticle type: Article
2002 Volume 45 Issue 2 Pages 172-180
Published: July 01, 2002
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESS91 papers about the analysis of teaching in the Journal of the Japan Association of Home Economics Education from Vol. 1 (1960) to Vol. 84 (1999), were discussed. The findings were as follows : 1. The rate of researches concerned with the analysis of teaching was 9.7% in Journal of the Japan Association of Home Economics Education. 2. There were many papers about food and clothing, in elementary, junior and senior high schools. In many papers, quantitative methods were used, and skills were studied. 3. We should expand to contents and schools. Then we should use the latest notable new quality methods for analysis of teaching.View full abstractDownload PDF (931K) -
Yaeko MUTOHArticle type: Article
2002 Volume 45 Issue 2 Pages 181-190
Published: July 01, 2002
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSUntil the establishment of the girls'high school in 1899, there were differences at it. Junsei girls'high school in Okayama Prefecture, Takahashi City was built in 1885. Girls'high school in Hyogo Prefecture, Tatsuno City in the similar castle town near the Seto Inland Sea wasn't built until 1906. I reasoned from the career and their regional environment of the two pioneer women. This difference was from the point of view of the feudal clan, and the spread of Christianism, the structure of the industry, the made temperament, the administrative policy about sewing study with characteristics.View full abstractDownload PDF (1244K) -
Katsue ISHIKAWAArticle type: Article
2002 Volume 45 Issue 2 Pages 191-195
Published: July 01, 2002
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSDownload PDF (572K)
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