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Volume 53 (2010)
- Issue 4 Pages 217-
- Issue 3 Pages 135-
- Issue 2 Pages 71-
- Issue 1 Pages 3-
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Volume 53, Issue 2
Displaying 1-6 of 6 articles from this issue
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Keiko FUKUDAArticle type: Article
2010 Volume 53 Issue 2 Pages 71-81
Published: July 01, 2010
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe present study suggests ways of the transfer for learning in the collaborative problem-solving class using data of 57 university students in the teacher training curriculum. Transfer methods for learning were assessed to estimate the learning strategy in the problem-solving. The relationship between the methods of transfer for the learning and the results of the path analysis of the learning process in the problem-solving were analyzed. The results were summarized as follows; (1) There were four transfer types for the learning; 1) no transfer (task-specific), 2) continuing struggle (task-unsolved), 3) complement (relate to the task), and 4) expansion (development to life). The transfer for the learning was significantly related to the learning strategies of introspection (r=0.71, n=57, p<0.01), which was estimated by monitoring the students' metacognitive awareness, and logical thinking. (2) The learning process was related to the problem-solving in the expansion (development to life) group, showing that the task of every learning process was completely solved. Whereas no achivement in the learning process in the complement (relate to the task) group was obtained by showing no respect for the problem-solving, the group was able to appraise the importance of the intellectual satisfaction of learning. In coclusion, the collaborative learning should encourage an intellectual satisfaction that prompts the self-understanding, and facilitates the grasping of the problemView full abstractDownload PDF (1228K) -
Kaori USHITORAArticle type: Article
2010 Volume 53 Issue 2 Pages 82-91
Published: July 01, 2010
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this study is to clarify problems of gender/sexuality education being taught in home economics. Results are as follows: Gender education is taught in the Daily Life level, however the content of this class concerns gender equality in marridge life and family rather than more specific individual gender and social issues. Additionally, sexuality is mainly taught in the subject of Child Care. The conclusions of this study are as follows: Based on the teaching contents, teachers were divided into three types; those who emphasize the importance of life, those who organize the class according to student's currentsexual status, and those who treat sexuality as one of the lifestyles. This study also shows that many teachers consider that the issues of the various rights on sexuality and human rights are not dealt with in the current home economics education.View full abstractDownload PDF (1227K) -
Akiko IJU, Reiko ASAIArticle type: Article
2010 Volume 53 Issue 2 Pages 92-98
Published: July 01, 2010
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this study is to examine the values of life among Okinawan elderly women who have bachelor's degrees. We compared a group of elderly women who have bachelor's degrees with those who do not hold such degrees, and with a younger group of women who have the same educational background, i.e., bachelor's degrees. Our results are as follows: 1. Elderly women who have bachelor's degrees reported a higher level of "physical activities" values and lower levels of "self-growth" and "social evaluation" values than those of the younger group of women. It is plausible that these values are influenced by aging process. 2. Elderly women who have bachelor's degrees reported higher levels of "independency," "self-growth," and "contribution" values, and lower levels of "physical activities, health," "economic stability," "respect for educational career," and "home life" values, than their counterparts without bachelor's degrees. We speculate that the educational background has a stronger effect on various values of life than aging process itself, occupational career, and marriage experiences.View full abstractDownload PDF (716K) -
Nao FURUSHIGE, Yoko ITOArticle type: Article
2010 Volume 53 Issue 2 Pages 99-110
Published: July 01, 2010
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThis research aims to investigate the developmental processes of students' Consumer Socialization (CS) and the effects of TV commercials on their CS. CS can be defined as the developmental sequence characterizing the growth of consumer knowledge, skills, attitudes, and behaviors as children mature. Scales that were developed to measure CS were administered to 827 elementary school students, 374 junior high school students, 484 senior high school students and 437 university students. These data were collected in metropolitan areas from February to April in 2007. The results are summarized as follows; 1. Students' (6^<th> to 8^<th> grade) understanding about the intentions of TV commercials increased positive knowledge whereas it decreased negative knowledge. 2. Little change was noted across grade levels with respect to critical interpretation and evaluation of TV commercials. 3. The developmental processes of male students' CS and those of female students were found to be different. 4. No changes across grade levels were observed in terms of their social participation as consumers. 5. The development of students' media literacy as consumers i.e., ability of critical interpretion and evaluation of TV commericials is positively associated with their health consciousness and safety in choosing items. 6. It was suggested that the development of students' media literacy as consumers could provoke students' consumer behaviors including their social participation.View full abstractDownload PDF (1578K) -
Mitsue MASAMUNE, Masako TAKAMASUArticle type: Article
2010 Volume 53 Issue 2 Pages 111-119
Published: July 01, 2010
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSAs part of consumer education for high school students, the objective of this research is to study the effectiveness of the implementation of the "genetically modified foods" program in developing decision-making abilities of high school students. We focused upon three critical thinking abilities, and executed the program by six decision-making processes. The program was evaluated by conducting awareness surveys both before and after the program was implemented. The program was carried out in 2007 for the high school, as part of the home economics education. The result of the implementation of this program was that among 27 questions, a significant difference was seen for 14 questions. The item from which a significant difference was not seen was only first step among the six decision-making processes. From the above results, it is believed that the program incorporating decision-making processes using critical thinking was effective in developing the decision-making abilities of high school students.View full abstractDownload PDF (968K) -
Keiko KUTSUNAArticle type: Article
2010 Volume 53 Issue 2 Pages 120-125
Published: July 01, 2010
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSDownload PDF (909K)
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