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Volume 47 (2004)
- Issue 4 Pages 307-
- Issue 3 Pages 203-
- Issue 2 Pages 95-
- Issue 1 Pages 3-
Predecessor
Volume 47, Issue 4
Displaying 1-6 of 6 articles from this issue
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Yuki YANO, Kyoko HAYASHIDAArticle type: Article
2005 Volume 47 Issue 4 Pages 307-317
Published: January 01, 2005
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSTwo homemaking classes of family section, A and B, differing in the teaching methodology were carried out for the elementary school children of the fifth grade to demonstrate how their views of family change through homemaking education. In Class A, the children observed the state and home life of various families, while in Class B, children observed the state and home life of their own family. The results showed that there were differences between the two classes from the children's viewpoints as described below: 1) Class A prompted the children to hold diverse and objective views and furthermore, it enabled them to look at their own family and home life from the newly acquired viewpoints. 2) On the contrary, in Class B the children learned more realistic aspects, such as the burden of housework, hardships of housewives and their own actual reliance on their families, and the children were found to be more willing to help with housework compared with the children of Class A.View full abstractDownload PDF (1156K) -
Keiko ITOArticle type: Article
2005 Volume 47 Issue 4 Pages 318-326
Published: January 01, 2005
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe present study, presented in reports 1 through 3, aims to develop a nutrition education model for children with mild mental retardation utilizing general case instruction and to experimentally examine it to identify the promotional factors of learning in nutrition education. The first report examines the theory of general case instruction and the significance of introducing it to nutrition education for children with mild mental retardation and, furthermore, utilizing the six-step procedure of general case instruction, sets the target action of "being able to choose a nutritionally balanced meal for oneself" to suggest a course toward the development of nutrition educationView full abstractDownload PDF (964K) -
Keiko ITOArticle type: Article
2005 Volume 47 Issue 4 Pages 327-334
Published: January 01, 2005
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSBased on the results from Report 1, the implementation plan of nutrition education for children with mild mental retardation using general case instruction was developed and practiced. The students' behavior in the learning process was recorded and analyzed to empirically examine the effect of nutrition education on their learning process of nutrition concept as well as in their acquiring the ability to arrange a well-balanced diet. The results were as shown below: 1) It was revealed through the analyses of nutrition concept acquiring process that approximately 90 percent of the students could eventually associate fundamental foodstuff and cuisine with food groups. It was also markedly revealed that effective teaching scenarios varied from student to student. 2) The analyses of the process of acquiring behavior to arrange a well-balanced diet indicated that the effects of learning were ultimately seen with approximately 80 percent of the students. The ability to arrange a well-balanced diet was determined through a simulated food choice where the students were supposed to choose three items for their dinner out of a nine-item menu.View full abstractDownload PDF (916K) -
Atsumi ITOArticle type: Article
2005 Volume 47 Issue 4 Pages 335-345
Published: January 01, 2005
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe purpose of this study is to examine the "Foods" practice of Dewey's Laboratory School and to think about the whole practices of this school. The method used compares the following three records' the class plan by Dewey (1895), the class practices by teachers (1898-1899), and the interpretation by Dewey (1900). Because of Dewey didn't teach at his Laboratory School but made theories, and classes were done by teachers. The data was organized through the figures of curriculum system, and examinations were conducted. This study produced following four results; First, though this study was aimed at the specialization of the knowledge in the class plan, it was also aiming at the specialization of the skill at the same time in the class practice, and the guidance of learning was not one direction. Second, it was conscious that the connections between the subject and the point of view of an order to deal with, and fitted to a child's growth through the class practice. Third, the connection of the "Foods" and the world outside of the school were considered important Forth, Dewey regards learning that the interaction with recognition and impulse as very important. These results suggested it is necessary for today's Domestic Science to start from early stage.View full abstractDownload PDF (1123K) -
Mikiko ANDOArticle type: Article
2005 Volume 47 Issue 4 Pages 346-357
Published: January 01, 2005
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe author investigated how chief homemaking teachers in national high schools in 2002 practiced Home Project. (In the following, Home Project in called H.P. for short) In consequence, the author was afraid that they didn't practice H.P. very much. So, the author clarified the problems of H.P. study. They are as follows. 1) It is important for teachers to fix time to plan H.P. into lessons, to make students choose a H.P. theme that appeals to society, to make students investigate m their home-making classrooms, a school libraries, and public libraries, and make students write reports with their families, and to make an anneal of H.P. by increasing the opportunities for presentation. 2) Teachers should practice H.P. as a part of integrated study.View full abstractDownload PDF (1315K) -
Sadako TOKUMARU, Yaeko FUKIYAMAArticle type: Article
2005 Volume 47 Issue 4 Pages 358-367
Published: January 01, 2005
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSFuneral rituals and customs regarding death played useful roles for grief care and death education a half century ago in Japan. However, today there are few chances to experience bereavement because of the increase of the nuclear family, along with deaths occurring in hospitals and the prolonging of the life span. It is important that children learn how to deal with grief in home economics and other related subjects in school The purpose of this research was to gain useful insight for death education The results were as follows 1) About 60% of the children surveyed have had the experience of bereavement. When they experienced grief, 45% of the children dealt with their grief by themselves, and 24% of the children did nothing to treat their grief. These results show that there is little mental care for children's grief 2) The most common reason for children's grief was the loss of their pets High school students felt grief over the loss of their grandparents 3) There was a significant difference in the degree of bereavement between boys and girls. 4) There were two groups (elementary school children, and junior and senior high school children) showing the reasons for grief. 5) There were two groups (elementary school children, and junior and senior high school children) showing the relationship between bereavement and behavior. 6) The results show that children consult with their friends and other people they are close to about their grief and that none consulted a professional counselor or a public institution. As the results above indicate, education at school and in the home regarding the meaning of death needs to be considered.View full abstractDownload PDF (944K)
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