巻号一覧
55 巻 (2012)
- 4 号 p. 215-
- 3 号 p. 141-
- 2 号 p. 75-
- 1 号 p. 3-
前身誌
55 巻, 2 号
選択された号の論文の6件中1～6を表示しています
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石島 恵美子原稿種別: 本文
2012 年 55 巻 2 号 p. 75-82
発行日: 2012/08/01
公開日: 2017/11/17
ジャーナル オープンアクセスWhat 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.抄録全体を表示PDF形式でダウンロード (894K) -
小川 裕子, 吉原 崇恵, 上野 顕子, 室 雅子原稿種別: 本文
2012 年 55 巻 2 号 p. 83-94
発行日: 2012/08/01
公開日: 2017/11/17
ジャーナル オープンアクセスThe 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.抄録全体を表示PDF形式でダウンロード (2451K) -
速水 多佳子, 石田 紘子原稿種別: 本文
2012 年 55 巻 2 号 p. 95-102
発行日: 2012/08/01
公開日: 2017/11/17
ジャーナル オープンアクセスGiven 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.抄録全体を表示PDF形式でダウンロード (891K) -
伊深 祥子, 野田 知子原稿種別: 本文
2012 年 55 巻 2 号 p. 103-111
発行日: 2012/08/01
公開日: 2017/11/17
ジャーナル オープンアクセスThis 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.抄録全体を表示PDF形式でダウンロード (1017K) -
伊波 富久美原稿種別: 本文
2012 年 55 巻 2 号 p. 112-123
発行日: 2012/08/01
公開日: 2017/11/17
ジャーナル オープンアクセスThis 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.抄録全体を表示PDF形式でダウンロード (1501K) -
桑畑 美沙子, 宮瀬 美津子原稿種別: 本文
2012 年 55 巻 2 号 p. 124-134
発行日: 2012/08/01
公開日: 2017/11/17
ジャーナル オープンアクセス本研究の目的は,熊本県における「地域」にかかわる授業実践の実態を明らかにすることである。分析対象は,1970年から2004年に熊本県の教師らによって報告された526事例から,地域関連事例として取り出した287事例である。分析の視角は,発表年代,校種,領域,基準などである。その結果,以下のことが明らかとなった。1.収集事例に対する地域関連事例の割合は,校種別にみると,高等学校が高く小学校が低かったが,低い小学校でも30%強であった。年代別にみると,1970年代,1980年代,1990年代と増加し,2000年代に1980年代と同程度に減少していた。領域別にみると,福祉,環境,保育が高く,被服が低かった。これらのことから,熊本県では,「学習指導要領等」において「地域」と関連のある授業について明示される以前から,「地域」にかかわりのある学習方法で展開される,あるいは「地域」を学習内容とする授業実践が,校種を問わずに取り組まれていたが,その取り組みは領域によって異なることが明らかとなった。2.基準該当状況をみると,全体としては基準1のみ該当が23.3%であった,基準4該当が36.2%,基準5該当が15.3%であった。このことから,熊本県では,「地域」の「もの」や「こと」を扱ったり,「地域」の人や施設を活用するだけでなく,学習内容として「地域」の生活文化や生活課題,地域再生の動きまで扱われていたことが明らかとなった。3.基準該当状況を年代別にみると,基準1のみ該当が1970年代は26.5%であったが,2000年代には41.0%に増加していた。基準4や5も2000年代が最も少なかった。このことから,熊本県における「地域」にかかわる授業実践は,「学習指導要領等」に先んじた,しかも深い学びを追究する取り組みであったが,2000年代になりその傾向は幾分弱まったといえる。4.このような熊本県における「地域」にかかわる授業実践の動向に,熊本県家庭科サークルの活動が影響していると考察した。抄録全体を表示PDF形式でダウンロード (1475K)
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