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Volume 55 (2012)
- Issue 4 Pages 215-
- Issue 3 Pages 141-
- Issue 2 Pages 75-
- Issue 1 Pages 3-
Predecessor
Volume 55, Issue 2
Displaying 1-6 of 6 articles from this issue
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Emiko ISHIJIMAArticle type: Article
2012 Volume 55 Issue 2 Pages 75-82
Published: August 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSWhat is needed more for the future of the home economics education is to contribute to building of a mature society, and to nourish the knowledge and skill to live a rich family life in relation to the various links of the society This requires a participation in community events, becoming influential in the society as well as joining in the social event from the planning phase to express one's opinion. Thus, it is indispensable for home economics education to promote these activities by encouraging students' social participation. A questionnaire study was conducted, as a preliminary step, to examine high school students' attitude toward social participation and its relationship with educational and other attitudinal factors. This study also attempted to find how these attitudes were created and what factors influenced this process. Results are as follows: 1. Concerning high school students' interest in social participation, it was found to be insignificantly related to the social-attitudinal factors comprised of one's own experience. Significant differences were noted with respect to the effects of educational factors, especially in interest in social interaction. 2. Students' interest in social interaction contributes to the two subscales of interests in social participation. This suggests that increasing high school students' motivation to interact with others results in elevating their interest in social participation. Therefore, creating an educational environment in home economics education that would encourage students' interaction is necessary to increase their interest level in social commitment. 3. Students' interest in morality contributes to their sense of efficacy of social participation. Support for facilitating morality is directly linked to students' confidence in social participation.View full abstractDownload PDF (894K) -
Hiroko OGAWA, Takae YOSHIHARA, Akiko UENO, Masako MUROArticle type: Article
2012 Volume 55 Issue 2 Pages 83-94
Published: August 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe objective of this study was to acquire suggestions by clarifying adult men and women's "Life skills" from the two cohorts. The survey included 82 items. The participants were asked the same three questions for each item: if the participants were already practicing ("Practice"), if the participants wanted to learn more to improve their life ("Improvement"), and if the participants expected others to learn in home economics("Expectation"). "Life skill" was defined from "Practice," "Improvement" and "Expectation" viewpoints. As a result, it was found that "Life skill" was consisted of four types. There were two types of "Life skills" with high "Expectation": high "Expectation" "Life skills" with high "Practice" and high "Expectation" "Life skills" with low "Practice". Another type of "Life skill" indicated low "Expectation" to learn in home economics, but high desire for "Improvement". The other type showed high "Practice" and low desire for "Improvement" as well as low "Expectation" to learn in home economics.View full abstractDownload PDF (2451K) -
Takako HAYAMI, Hiroko ISHIDAArticle type: Article
2012 Volume 55 Issue 2 Pages 95-102
Published: August 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSGiven various major socioeconomic changes in recent years, the concern about consumers shifted from that of "protection" to "independence". Consumers today must strive to secure their own rights through activities that result in customer benefits. This study aimed to identify methods that could enable students to behave as independent and proactive consumers, and to examine the effectiveness of the methods in classroom exercises that emphasized consumer rights and responsibilities. The course content included two major themes: 1) understanding the disparity in the amounts of information held by consumers and businesses through product selection role play with an emphasis on consumer rights, and 2) understanding situational differences between consumers and businesses from the perspective of recalls of familiar products to learn about the necessity of responsible consumer behavior. The classroom exercises increased the level of awareness regarding disparities in the amount of information held by consumers and businesses facilitated the learning about the consciousness of consumer behavior.View full abstractDownload PDF (891K) -
Shoko IBUKA, Tomoko NODAArticle type: Article
2012 Volume 55 Issue 2 Pages 103-111
Published: August 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThis research is a case study about interactions of "why" questions in home economics lesson. The content of the lesson was for students to think about children who eat alone. The objective of the current study was to find out why students were able to actively interact with each other in a classroom. Research methods included teacher's narratives, student's writing and their speech protocol. These methods were combined to examine the lesson facts. Results are as follows: 1) Writing helped students to better understand their thoughts. 2) Teaching style was flexible. 3) Teacher's speech was not IRE. The teacher accepted students' comments and encouraged them to talk. 4) Students were not learning just one thing, but many. 5) The lesson assignment was open-ended, and it was intended for students to have conflicts. In the lesson with active interaction of students, the assignment was open-ended, students' expressions were assured, and the teaching style was flexible.View full abstractDownload PDF (1017K) -
Fukumi IHAArticle type: Article
2012 Volume 55 Issue 2 Pages 112-123
Published: August 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThis study investigates processes by which primary school children reconsider the meaning and style of their daily life through discussions in the classroom. It also clarifies the purpose and the meaning of learning activities in home economics classes, from the perspective of Vygotsky's learning-instruction theory. The results indicated the following: School children gradually noticed the multiple and diverse nature of the meaning of their leaning objectives through teaching materials and discussions with peers and the teacher. The children also came to understand the real meaning of their objective in the context of their physical experiences and through concerning to the object eagerly. As suggested by Vygotsky about the interdependence among the words, "meaning," and "sense,", children were able to realize their objectives, through discussions and collaborative learning.View full abstractDownload PDF (1501K) -
Misako KUWAHATA, Mitsuko MIYASEArticle type: Article
2012 Volume 55 Issue 2 Pages 124-134
Published: August 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe objective of this study was to bring to light the actual teaching practices and changes within home economics classes involving "local communities" in Kumamoto Prefecture. We examined 287 cases selected from 526 class lessons reported by teachers in Kumamoto Prefecture from 1970 to 2004. The results are as follows: 1. As a percentage of total class lessons, the number involving local community topics and issues was quite high in high schools but low in elementary schools. A breakdown by decade shows that the rate increased in the 1970s, '80s, and '90s. During the first decade of the 21^<st> century, however, the rate dropped to that of the 1980s. By topics, the numbers of social service, the environment, and childcare were high and the number of clothing was low. 2. Standard-based analysis categorized 76.7% as Level 2, 36.2% as Level 4, and 15.3% as Level 5 of the total. Comparisons by decade showed that cases identified only as Level 1 counted for 26.5% in the 1970s. The comparable rate in the 2000s, however, increased to 41.0%. Cases identified as Levels 4 and 5 were also the lowest in proportion in the 2000s. 3. These trends regarding teaching practices involving "local community" related issues or topics in Kumamoto Prefecture are influenced by the activities of the Home Economics Circle of Kumamoto Prefecture.View full abstractDownload PDF (1475K)
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