All issues
Volume 47 (2004)
- Issue 4 Pages 307-
- Issue 3 Pages 203-
- Issue 2 Pages 95-
- Issue 1 Pages 3-
Predecessor
Volume 47, Issue 1
Displaying 1-5 of 5 articles from this issue
- |<
- <
- 1
- >
- >|
-
Sayaka KONDO, Fumiko SATOArticle type: Article
2004 Volume 47 Issue 1 Pages 3-9
Published: April 01, 2004
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSCurrently, the syllabus for universities home economics education is striving for the incorporation of critical subject matter into its training of future home economics instructors In the field of education, it is essential to seek and to acquire knowledge and skills The objective is to use obtained fundamental knowledge for the construction of a training curriculum for Home Economics. Henceforth, this investigation will illustrate the current circumstances and the awareness of high school teachers, furthermore, it will also examine the desires for a teacher training program and the competence necessary for future educators to carry out home economics education. The results clearly show that high school home economics teachers felt that they had strong "skills" and "knowledge" in the field of "food life" while on the other hand, they felt that they were not as versed in the field of "housing life." As for social education, this field is an evolving subject, thus, universities offer limited knowledge on the topic; however, universities do offer a vast range of major subjects where students can acquire "skills" and "knowledge." On another note, it is expected that induction courses in social education will be offered to all prefectures and cities that touch on consumer education and the welfare of senior citizens. Teacher training universities' home economics departments will place emphasis on the importance of "consumer education" while the home economics departments will mainly focus on clothes production in "clothing life" Again, it is important for universities to play a deeper role in the standardization of fundamental abilities m home economics educationView full abstractDownload PDF (662K) -
Sayaka KONDO, Fumiko SATOArticle type: Article
2004 Volume 47 Issue 1 Pages 10-16
Published: April 01, 2004
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe aim of this study is to strive for desirable educational content that can be incorporated into a home economics training program in order to create such a training program, two curriculums were analyzed, one from the faculty of teacher training and another from the faculty of home economics. The purpose of the analysis was to find out what kind of knowledge is needed to acquire a teacher's license in home economics Throughout this investigation, awareness was raised in the existing conditions and problems of the current curriculum, furthermore, future problems from this curriculum were taken into consideration. In addition, an interview survey was examined to see what characteristics would be advantageous for a teacher's training program and what kind of competence would be necessary for future educators to carry out home economics education. The result were as follows. 1) The contents of the focus in a university's home economics program are family, home, leisure time, nutrition, clothing materials. living space, living environment, family finances and home management. 2)The subjects that are the least covered m home economics are "Child care and child welfare and the welfare and lives of senior citizen," and "life culture ". 3) It is important for universities to keep up with and to take into account the continuous trends of education, so that students can acquire life skills for living and the ability to "catch" the function of society.View full abstractDownload PDF (843K) -
Michiko SENO, Rie IMOTO, Noriko UCHINOArticle type: Article
2004 Volume 47 Issue 1 Pages 17-25
Published: April 01, 2004
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThis study aims to develop a lesson for home economics in the area of "Consumer and Environment" at the high school level In the first report of this study, we present the findings of our preliminary investigation into lessons 'Consumer and Environment' currently being taught in Japanese schools in order to investigate these lessons, we first analyzed the content of the "Course of Study" by the Ministry of Education, Culture, Sports, Science and Technology published in 1999 and 2000. Second, we analyzed the content of 8 Home Economics textbooks published in 2003. Third, we analyzed the characteristics of 29 lessons about "Consumer and Environment" reported in two magazines related to Home Economics education. Finally, we constructed framework for a lesson on "Consumer and Environment" based on our findings. The findings of the preliminary investigations were as follows. 1. In the "Course of Study" by MECSST, we found the study on "Consumer and Environment" is only shows how to use consumers' own ideas in daily life, and the content does not include to rethink current lifestyle and social system by a critical view 2. On the contrary, the content of Home Economics textbooks was comprehensive including the changeover of the social system, awareness of the consumers' roles and rethinking values 3. Main topics of the lessons published in the magazines were concerning resources, garbage, recycling, and water problems. There were no lessons with the theme "Consumer and Environment" at the high school level Based on these findings, we developed a framework for a lesson with the following three factors' how to learn, recognition, and a sense of values and seven main considerations. Considering these factors and considerations, our goal is for students to become aware of environmental problems, to analyze these problems more deeply, and to form independent values concerning environmental behaviorView full abstractDownload PDF (933K) -
Rie IMOTO, Michiko SENO, Noriko UCHINOArticle type: Article
2004 Volume 47 Issue 1 Pages 26-37
Published: April 01, 2004
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSBased on the framework showed in the first report, we developed an 8-hour lesson entitled "Consumer and Environment, Resources and Energy." The lesson was tried out in an 11th grade high school class in Yamanashi Prefecture The effectiveness of the lesson was assessed by asking students to do pre- and post-lesson questionnaires, analyzing the contents of the worksheets students did during the lesson, observing the lesson as it was taught by teachers, and by analyzing students and teachers responses to a questionnaire provided 10 months after the lesson The primary results were as follows. 1. Students lacked knowledge and understanding about environmental words before the lesson, but after the lesson they gained knowledge and understanding and they showed a willingness to behave in an environmentally-aware way 2. Students were able to critically assess their current life-style after they learned about their impact on the environment and the impact of global actions on the environment 3. Students understood consumer responsibility m environmental decision-making, as a result of lesson activities such as selecting a low-energy consuming refrigerator from catalogues, and choosing environmentally friendly products m a supermarketView full abstractDownload PDF (1512K) -
Yoko TANAKAArticle type: Article
2004 Volume 47 Issue 1 Pages 38-47
Published: April 01, 2004
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe aim of this paper is to consider the power that pushied Western dressmaking teaching forward by the social and educational background in elementary schools during the 1920s-1930s. The results are as follows 1. To imprive the quality of life, the government gave encouragement to use Western clothing, for example wide textiles, ready-made clothing, children's Western clothing, children's underwear, and the like The encouragement to use broadcloth was the power that pushed Western sewing education. It was necessary to reconsider the educational content and teaching materials, under the influence of children's fashion and the spread of ready-made clothes Persons concerned with dressmaking education were conscious of spreading Western dressmaking to families, as results of a role for improvement of living 2 Using children's clothes for teaching material was because of an increase of children who wore them. Teachers gave attention to the free style within the educational value of the Western dressmaking The qualities of freedom were fit for not only creative study but also for the betterment of clothes, and it raised the level of the value of Western dressmaking in elementary schools. There were mainly two reasons why Western clothes for children's use were selected as teaching materials for Western sewing. One reason was an influence of a theory of life or study, and the other reason was a theory which adapted teaching materials to children's livesView full abstractDownload PDF (1282K)
- |<
- <
- 1
- >
- >|