All issues
Volume 54 (2011)
- Issue 4 Pages 215-
- Issue 3 Pages 131-
- Issue 2 Pages 73-
- Issue 1 Pages 3-
Predecessor
Volume 54, Issue 3
Displaying 1-6 of 6 articles from this issue
- |<
- <
- 1
- >
- >|
-
Akiko UENO, Takae YOSHIHARA, Hiroko OGAWA, Masako MUROArticle type: Article
2011 Volume 54 Issue 3 Pages 131-142
Published: October 25, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThis study held two objectives. One objective was to clarify differences in high school graduates' life skills between Japan and the province of British Columbia in Canada (B.C.). The other was to gain some implications for further development of life skills in Japan. A survey on 82 life skills was delivered to university students in Japan and B.C. in 2008. The participants were asked the same three questions for each life skills: if the life skills was one the participants were already practicing ("Practice"), if the life skills was one the participants wanted to learn more to improve their life ("To be improved"), and if the life skills was one the participants expected people should learn in Home Economics ("Expectation").View full abstractDownload PDF (1156K) -
Kyoko HAMAJIMAArticle type: Article
2011 Volume 54 Issue 3 Pages 143-154
Published: October 25, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this investigation is to examine the objectives, contents, competency indicators, and other factors of home economics education, which were included in Taiwan's 2003 National Curriculum Guidelines Grades 1-9. Major results are as follows. 1. The new home economics education was not included in independent learning areas. However, it was a major issue, and its objectives, learning contents, competency indicators have been incorporated in related learning areas and the 10 basic ability fields were included in the National Curriculum Guidelines Grades 1-9. 2. Home economics education consisted of 4 areas: eating habits, clothing, daily life management, and family life. In particular, the area of eating habits included "health and physical education" and "combined activities"; clothing section concerned "combined activities" and "science and technology"; daily life management area included "life course", "combined activities", "health and physical education", and "science and technology"; and family life concerned "combined activities", "health and physical education", and "society". 3. The competency indicators with the levels of I-IV were implemented every two years in elementary school, and over the three years of junior high school. These were based on the 10 basic abilities shared by all learning areas, but the following abilities were closely related: (1) Self awareness and potential ability development, (3) Life planning and lifelong education, (4) Communication and interpersonal communication, and (7) Planning, organizational and practical abilities.View full abstractDownload PDF (1517K) -
Kazue MOCHIZUKI, Kiyomi KURAMOCHI, Kyoko KANEKO, Michiko SENO, Mutsuko ...Article type: Article
2011 Volume 54 Issue 3 Pages 155-164
Published: October 25, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSWith a dramatic change in the environment surrounding school children, the learning process that links their dialogue and experience is eagerly anticipated. The purpose of this paper is to examine the teachers' strategies of adopting an infants' dialogue material in a junior high school home economics lesson. Adopting the discourse analysis of the lesson, it was found that the teacher was employing the strategies of encouraging the participation of students by making the best use of the material, and creating learning cycle of "activity-dialogue-awareness and learning".View full abstractDownload PDF (1104K) -
Kazuo IRIE, Yasue OKADAArticle type: Article
2011 Volume 54 Issue 3 Pages 165-174
Published: October 25, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe aim of this paper is to clarify realities of junior high school and high school students' home life, their willingness to learn homemaking, and their expectation of home life in the future from the viewpoint of home functions and to discuss the relations among them. The results are as follows; 1) Realities of junior high school students and high school students' home life were found as follows. Approximately 58.2% of junior high school students and 44.1% of high school students reported spending two or more hours with their families. Almost one third (28.2%) of junior high school students and 44.1% of high school students consult their family members about their worries. Among junior high and high school students, 69.1% and 75.2%, respectively, work together with their family members, and 29.4% of the former and 33.7% of the latter students felt that this experience increased their attachment to families. 2) "Upbringing function" and "safety function" in their expectations and "life skills" and "interpersonal relationship" in their willingness to learn homemaking were extracted by factor analysis. Hypothesis that their expectation of home functions increases with a positive relationship between their willingness to learn homemaking and their improvement in home life is supported by covariance structure analysis. 3) Significant differences with respect to the relationship between their upbringing and safety functions, and their willingness to learn the "life skills" and "interpersonal relationship" were found between junior high and high school students by scatter analysis. This relationship was stronger among junior high school students compared high school students.View full abstractDownload PDF (1138K) -
Mitsue NONAKA, Noriko ARAI, Hiroko KAMATA, Yuko KAMEI, Junko KAWABE, M ...Article type: Article
2011 Volume 54 Issue 3 Pages 175-184
Published: October 25, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe aim of this research is to grasp situations of home economics credits in general course of senior high schools all over Japan. 1331 curriculums were conducted at 1062 public senior high schools in 16 prefectures and the curriculums for students who entered schools in 2009 were analyzed. The following are the results. 1) Required subjects of home economics are not always having standard credits. 2) In prefectures with many numbers of senior high schools, the ratio of required home economics with more than 4 credits is relatively high. On the other hand, in prefectures with fewer numbers of schools, the ratio of home economics with less than 2 credits is relatively high. 3) There is a remarkable difference among prefectures on how many credits students would get of home economics. The more schools make students study less home economics credits, the fewer schools tend to post full-time teachers of home economics. 4) In about 60% curriculums, special subjects of home economics are added as elective ones to the required subject of home economics. In some prefectures, adding of special subjects is related for home economics teachers with getting full-time post.View full abstractDownload PDF (1249K) -
Yukiko NAGASAWA, Noriko ARAI, Hiroko KAMATA, Yuko KAMEI, Junko KAWABE, ...Article type: Article
2011 Volume 54 Issue 3 Pages 185-194
Published: October 25, 2011
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this study is to clarify the conditions of the number of required credits and teacher placement in senior high school home economics. Analyzing 2009 survey of senior high school home economics teacher supervisors in each prefectural board of education in Japan, the following results were obtained: 1) Selection rate of the required subjects in Home Economics for all students differed from one prefecture to another. 'Basic Home Economics' were selected at the rate of over 70% in nine prefectures, and about 60% of teacher's supervisors recognized the decreasing tendency of the number of required credits in home economics. 2) In Terms of the placement of home economics teachers, the number of full-time teachers, lecturers, and assistants for practical exercises remarkably differed in each prefecture, and the placement of full-time teachers was influenced by the selected subjectView full abstractDownload PDF (1469K)
- |<
- <
- 1
- >
- >|