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Volume 53, Issue 4
Displaying 1-7 of 7 articles from this issue
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Yukio NAKANISHIArticle type: Article
2011 Volume 53 Issue 4 Pages 217-225
Published: January 01, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this study is to investigate the significance of coeducational home economics. In order to achieve this purpose, two surveys were carried out, before and after the introduction of coeducational home economics. The first survey was conducted in 1990, and the second in 1998. In both surveys, the same questionnaires were used. The major findings were as follows. 1. Male students who studied home economics accepted diverse family styles, had an intimate attitude towards their family, and had views toward sex roles less influenced by gender. And they participated in household work actively than male students who didn't study home economics. 2. Female students who studied home economics in a coeducational class room accepted diverse family styles, and had views toward sex roles less influenced by gender. 3. Male students who studied home economics in coeducational class room showed higher degree of "readiness for parenthood" than male students who studied home economics in male only class room. By surveys of university students and adults, impressions of home economics have been changing. They who studied coeducational home economics acknowledged studying home economics.View full abstractDownload PDF (1218K) -
Yoko KATAOKA, Yoko ITO, Toshi TAKANO, Atsuko TSURUTA, Rieko MIYASHITAArticle type: Article
2011 Volume 53 Issue 4 Pages 226-237
Published: January 01, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSIn 1963, the Japanese National Curriculum Standards for upper secondary school made home economics the compulsory subject for only female students. However, some home economics teachers in Kyoto Prefecture, who had opposed to the subject as "an education to become good wives and wise mothers", were united to create alternative home economics education as a coeducational subject. They requested Kyoto Board of Education to change home economics education from female-only to coeducational subject which resulted in the implementation of coeducational home economics in 1973. This study aims to clarify the process to implement home economics as a coeducational subject, and analyze the theory of school subjects in 1960s to 1970s in Kyoto Prefecture. Results were as follows 1. In Kyoto Prefecture, not only many teachers but also the Board of Education supported the principle of coeducation. This was one of the reasons which contributed to realize coeducational home economics despite the opposition by the National Curriculum Standards. 2. Teachers who promoted coeducational home economics attempted to home economics from an education to become good wives and wise mothers to an education about managing a new family life based on couples' gender-equal relationship. 3. The theory of coeducational home economics needs to be composed of sciences and cultures, and to be revised from the subject dealing only home maintenance skills to that of family life education including historical, social, and scientific perspectives.View full abstractDownload PDF (1475K) -
Sachiko TAKAGIArticle type: Article
2011 Volume 53 Issue 4 Pages 238-246
Published: January 01, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSFocusing on teacher and student actions, the purpose of this paper is to describe issues found in four cooking practice lessons conducted by student teachers. The lesson plans and the videorecorded lessons were analyzed by using the check-sheet that consists of categories for teaching and learning activities. Teaching activities were classified into four teaching skill groups (T1-T4) and learning activities were classified into five learning skill groups (S1-S5). The results are summarized as follows; 1) In the four cooking practice lessons, it was found that the time spent in both teaching and learning skills groups were similar. It is speculated that the lesson plans in the cooking practice lessons followed a set pattern. 2) The following four points illustrate the shortcomings of the student teacher lessons. ・Composition of the real activity plan in its planning stage. ・Expectation of the time needed for learning activities and promote teaching strategy for students. ・A close examination for explanatory words. ・Setting of the appropriate conditions to observe the cooking material. It seems that these shortcomings are commonly found in other subjects taught by the student teachers.View full abstractDownload PDF (1225K) -
Michiko SENO, Kyoko KANEKO, Kiyomi KURAMOCHI, Kazue MOCHIZUKI, Mutsuko ...Article type: Article
2011 Volume 53 Issue 4 Pages 247-254
Published: January 01, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSIn junior high school home economics, there still is insufficient number of effective learning materials to study about child's development. Therefore, we developed a teaching material at junior high school level utilizing child's conversations during the play. In the lessons, junior high school students wrote short reports on their impression which were classified and analyzed by members of the study group. The results were as follows, ・By using the learning materials, these junior high school students were able to understand deeply the developmental stages of young children,. ・The junior high school students became interested in the communicating with young children. Our results suggest that these learning materials can be used in many other junior high schools.View full abstractDownload PDF (839K) -
Junko KOMATSU, Emiko KOMATSU, Miyuki MORITAArticle type: Article
2011 Volume 53 Issue 4 Pages 255-266
Published: January 01, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe position of dyeing as part of Japan's post-World War II senior high school curriculum is discussed. From 1947, dyeing was covered in an elective course, and was taught as "koseizome" in part of clothing storage and care. Because of its importance as a practical skill, it was moved into the junior high school curriculum in 1951. After 1960, due to the changes in course of study, dyeing began to be taught as a handicraft "shugei senshoku-kogei senshoku." In the current curriculum, dyeing is included in "seikatsubunka no densho to sozo" (transmission and continuation of culture), and as such it is viewed from a cultural, instead of practical, perspective. To modernize the teaching materials used for dyeing as part of the senior high school home economics curriculum, recent trends in Central Council for Education policy as well as literature on clothing education in home economics were studied in this paper. It is difficult to point out significance of clothes-making for current high school students and to set aside time for practical learning. Thus, new teaching materials are required. Since dyeing is an effective scientific approach for the clothing management, it can be used to motivate students to learn about this topic and, as a result, may trigger students' confidence. On the other hand, it is also important to develop life skills of self-understanding when focused on the career education model in home economics. For that, teaching materials with a practical training aspect are required, and dyeing was considered the best way of doing this. Finally, an innovative perspective on making teaching materials for dyeing education is proposed.View full abstractDownload PDF (1358K) -
Michiko SENO, Kyoko KANEKOArticle type: Article
2011 Volume 53 Issue 4 Pages 267-278
Published: January 01, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this study is to discuss the effectiveness of home economics lessons about the issues related to the collective housing. We analyzed textbooks and evaluated the lesson practices in a junior high school. The results are as follows; 1. Issues of collective housing are described mostly in the house and living section of the home economics textbooks. The descriptions suggest possibilities to further develop lessons, however, a few textbooks contain incorrect or difficult words. 2. Serial lessons on collective housing with the themes of housing culture, floor plans and family composition and relationships enabled to create a class with a story-like content. 3. It is difficult for students to comprehend the theory of collective housing. However, some methods may facilitate this learning process, including painting different colors in common and private spheres, watching videotapes, and reading the discourses written by the residents. 4. Reading the references and exchanging opinions among students enabled them to learn about "independence" and "co-existence" within families and communities, which, in turn, gave students opportunities to improve their strengths in thinking, judgment, and expression.View full abstractDownload PDF (1355K) -
Ayako MIKAMI, Keiko NAGAO, Etsuko IMAIArticle type: Article
2011 Volume 53 Issue 4 Pages 279-289
Published: January 01, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe eco-cooking class was given to 1,152 fifth graders residing in Nishitokyo City to examine its educational effectiveness. We analyzed the teachers' report and the questionnaire data collected from children in the fifth grade one month prior to and one month after the class was conducted. The number of children who reported to understand the meaning of the eco-cooking increased after taking the model lessons; form 24 to 84%. Additionally, a significant difference was found in 7 out of 12 items of the eco-cooking with respect to its educational effectiveness. We conclude that conducting eco-cooking class for students in the fifth grade, during which cooking class is introduced, is an effective method to teach about nutrition and environment issues within the context of food education.View full abstractDownload PDF (1322K)
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