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Volume 50 (2007)
- Issue 4 Pages 261-
- Issue 3 Pages 169-
- Issue 2 Pages 89-
- Issue 1 Pages 3-
Predecessor
Volume 50, Issue 2
Displaying 1-5 of 5 articles from this issue
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Fukumi IHA, Yuka IRIGUCHIArticle type: Article
2007 Volume 50 Issue 2 Pages 89-99
Published: July 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this research was to clarify the circumstances surrounding learners and how they began to talk about their life experiences, and further, to examine how the actual conditions of their life were reflected in their talking. The main conclusions of this study were; 1. Learners began to talk about their life experiences during the process of the cooperative scriptmaking. In this process, the learners found a talk of a life experience meaningful. 2. A learner was able to identify critical issues by talking of a life experience with others. 3. In contrast, this learner was unable to share a critical view, thus could not reflect on his own life. To make the best use of talking of a life experience, teachers need to secure the place that learners can talk of a life experience with others. Teachers also need to support that learners can be aware of the purpose of the cooperative learning activities.View full abstractDownload PDF (1097K) -
Miyuki OKADAArticle type: Article
2007 Volume 50 Issue 2 Pages 100-111
Published: July 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSTo enhance students' ability to teach lessons for home economics education, an effective and new method of using post-guidance of practice teaching is considered. My research showed that the students make a progress in teaching lessons through seven steps: "planning the lesson", "thinking about the lesson", "deciding the items of assessment", "analyzing the lesson and finding the problems of the lesson", "improving the lesson plan", "conducting a new lesson", and "evaluating the new lesson". "Analyzing the lesson and finding the problems of the lesson" through self-selecting seven items of assessment are the key characteristics of the new training. In addition, other critical lessons included introducing practical activities involving actual teaching materials, and studying problem-solving skills via the Internet. Practical activities and problem-solving skills increased the level of students' interest, and created a course that encouraged students to take the initiative in their learning.View full abstractDownload PDF (1333K) -
Tomoko SUZUKI, Sadako TOKUMARUArticle type: Article
2007 Volume 50 Issue 2 Pages 112-120
Published: July 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSTo gain recommendations for future dietary education, this study investigated the relationship between junior high school students' senses of taste and food consciousness/behavior. This first report shows the results of testing junior high students' "discrimination of five basic tastes," "discrimination of concentration of sweetness and saltiness," and "discrimination between sweetness and saltiness." First, the discrimination of five basic tastes test showed: 1. Compared to previous studies of female home economics students using the same materials and concentrations, our subjects were less able to discriminate all tastes, though they exhibited similar tendencies in their right and wrong answers. 2. The majority of the students could not discriminate bitterness from Umami (amino/nucleic acids). They frequently confused Umami with sweetness, salt, acidity and bitterness. Their ability to discriminate Umami was weaker than that of the other four basic tastes. 3. Boys could discriminate acid flavors less than girls could. Second, the test of discrimination of concentrations of sweetness and saltiness showed that 23.1% of students correctly discriminated different concentrations of both sweetness and saltiness, 13.7% of students discriminated sweetness correctly, 29.2% of students discriminated saltiness correctly and 34.2% students could not discriminate different concentrations of either sweetness or saltiness. Third, the test of discrimination of flavors of sweetness and saltiness showed that 53.3% of students correctly identified both sweetness and saltiness, 21.9% of students identified sweetness correctly, 13.7% of students identified saltiness correctly and 10.8% students identified neither correctly. The taste-test data of this study provide a basis for future dietary education, considering that junior high students increasingly choose their own diets as they enter puberty.View full abstractDownload PDF (1018K) -
Tomoko SUZUKI, Sadako TOKUMARUArticle type: Article
2007 Volume 50 Issue 2 Pages 121-134
Published: July 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSWe studied junior high school students' eating attitudes and behaviors, especially as related to their sense of taste, which reported in Part I. First, we extracted three attitudinal factors, towards: (1) Health Food, (2) Table Settings, and (3) Table Manners. We found that girls were more concerned with Health Foods and Table Settings than were boys. Second, we extracted five behavioral factors, as tendencies to choose (1) Health Foods, (2) Balanced Diet, (3) Rich Foods, (4) Snack Foods, and (5) Spicy Foods. We found that girls choose (2) Balanced Diet more than boys, while boys choose (3) Rich Foods more than girls. Third, we analyzed the effects of sensitive taste upon these behaviors. We found that students sensitive to taste tended to choose foods for their nutritional balance, while those insensitive to taste tended to choose foods for their rich taste; this was particularly true of boys. Because such statistical analysis does not prove cause and effect, these conclusions can be interpreted in two ways: If sensitivity causes a balanced diet and insensitivity causes liking rich foods, then we should find ways to encourage sensitivity and discourage insensitivity, so that junior high students will choose a balanced diet. If a balanced diet causes sensitivity and rich food causes insensitivity, then we should find ways to encourage a balanced diet and discourage rich food, so that junior high students will have more sensitive taste. (It seems that junior high boys are particularly in need of education about food.)View full abstractDownload PDF (1411K) -
Mami OmoteArticle type: Article
2007 Volume 50 Issue 2 Pages 135-141
Published: July 01, 2007
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe number of families having meal together is decreasing in recent years. Children's eating meals alone can be considered as a social problem. The purpose of this research is to clarify the effect of having family meals together on children's attitude toward life and the factors affecting the frequency of having family meals together. The data of "National Family Life Research," conducted by the Japan Association of Home Economics Education among elementary school, junior high school, and senior high school students in 2001 was analyzed in this study. Results showed that having family meals together had a significantly favorable effect on children's attitude toward life. Factors encouraging having breakfast with all family members were grade, gender, the time between waking up and going out, and frequency of preparation for meals by mothers and fathers. Factors affecting having dinner with all family members were gender, the number of family members, and frequency of preparation for meals by mothers and fathers. Having breakfast with all family members is significantly correlated with having dinner with all family members. These results suggest that it is necessary for children to learn about importance of having family meals together in Home Economics Education.View full abstractDownload PDF (799K)
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