There are concerns that study concerning "family" in high school home economics classes may become separated from students' lives As a solution for this problem, this study presents a new effort using "role-playing debate" on the theme of allowing separate surnames for married couples in the class concerning "family," as "practice in a dialogue-based lesson" This study, using qualitative research methods focusing on the narrative approach, examines how the experience of classroom learning affects the students and how each student talks about experiential knowledge and school knowledge in the final practice of this lesson. Part 1 clarifies "what reasons the students give" as reasons for pros and cons on allowing separate surnames for married couples, and categorizes "the central topics in narratives." As a result, 5 categories and 17 subcategories were extracted, and the following characteristics were identified. (1) Nearly half of the students grasp the marking called "surname" as a metaphor for family, expressing "the sense of unity, relationship, and bonds." (2) The students show characteristic in discussing a problem by making it compelling from their own present standpoint. At the same time, when giving reasons, they weave narratives with multidimensional viewpoints.

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This study seeks to clarify how learning experience is composed in each student in dialogue-based lessons in a high school home economics class, with the qualitative research method focusing on the narrative approach. Part 1 presents the composition and practice of the "role-playing debate" lessons on the theme of allowing different surnames for married couples. And it analyzes "what students say" in the final stage of the lessons. Part 2 clarifies "from what kind of positioning" the students give their views and "how they tell" discuss the theme. Combined with the results of Part 1, we clarify how narratives are formed, and the possibilities and problems of experiencing learning that fuses both experiential knowledge and school knowledge. Results: (1) Positioning is broadly classified into 3 types. While 70% of students incorporate contents that are compelling for them, they take the position that "it is a general problem," and speak with a certain detachment. (2) There are differences based upon gender, with the following characteristics found in the narratives of some female students. ・They discuss the theme, mixing in "their own problems" with the "general problem." ・While they pull the issue close to themselves, they give their views with a characteristic of "fluctuating" to various positioning. ・In terms of the relationship with "familiar and important others," they tell by connecting their experiential knowledge with what they learned in the class The practice of the dialogue-based lesson in the form of "role-playing debate" lesson suggests the possibility that learning experience broadens a multidimensional viewpoint, and fuses experiential knowledge and school knowledge At the same time, by elucidating the composition of the learning experience of individual students with the use of the qualitative research method, it became clear that there are differences between male and female students, even when the same teaching materials are used in the same classroom.

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The purpose of this paper is to examine the influence which domestic science education gave to women's life behavior by analyzing the contents of time use promoted by domestic science text-books in girls' high schools in the Meiji and Taisho Era. The results were as follows 1) On one hand, the textbooks suggested the formation of the modern time idea by showing ways of the efficient household work and the association based on the manner of the time. On the other hand they suggested strengthening attitudes towards diligence by introducing moral judgements toward wasting time and using leisure time effectively. 2) It could be said that there were three intention in these textbooks, (1) promoting the modernization of the time use in the home, (2) promoting the information of the modern time idea and strengthening of an attitude toward diligence of the children from home. (3) promoting the formation of the behavior standard that housewives should spend time for their families. 3) The historical meaning of the time use education in girl's high schools could be that it influenced the behavior standards for housewife's housewives

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The purpose of this study is to clarify one aspect of consumer behavior the influence on food purchase behavior of elementary school students. A casual model was constructed based on the two models "Relations with Local Dietary Life and Environment" (Adachi Model) and the "EBM Model" by Engel, J.F., et al As a means, a path analysis was conducted using factors which would influence food purchase behavior. The factors were set as follows' "need epistemic behavior", "information retrieval", "evaluation of alternative plans before purchase", "food purchase behavior" and "evaluation of alternative plans after purchase". The results obtained from a casual model for food choice behavior and food purchase behavior of elementary school students showed a trend that active attitudes towards information retrieval and evaluation of alternative plans before purchasing in the process of decision making for food purchasing had association with preferable food purchase behavior and also food choice behavior became more active Furthermore, it was acknowledged that the food purchasing behavior with their family members had large influence on the food choice behavior and food purchasing behavior of the elementary school students. From these results, the effectiveness of this casual model assuming that increasing self-efficacy of elementary school students for food purchase behavior and preferable food purchase behavior would increase their food choice ability was proven. The potential of including education of food purchase behavior in consumer education for elementary school students taking the development of food choice ability into account was suggested.

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This paper aims at considering as a systematic curriculum for childcare education in a home-making course by introducing a parenting education course in the United States. In this paper, a parenting program for youth in the United States was analyzed, and its purpose, contents and methods of instruction were clarified. First, after describing the theoretical background of parenting, nine typical programs were introduced As a result, the purpose of the program was divided into two: enabling students to gain skills to become future parents and to help students raise their attitudes toward humanity. The method of instruction included, experiential study, such as parent-and-child observation of infants in a classroom, roll play, and simulations. Students themselves planned the parent-and-child visit and then gave a self-evaluation

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