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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 3
Displaying 1-6 of 6 articles from this issue
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Yoshiteru MUROSAKIArticle type: Article
2012 Volume 55 Issue 3 Pages 141-149
Published: November 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe Great East Japan Earthquake taught us two important lessons. The first lesson is that both risk management before disasters and crisis management after disasters are important. The second lesson is that the strategy of disaster reduction by additional measures is indispensable. In education, we have to strengthen mind, skill and human network for disaster reduction to realize reduction of damages caused by disasters.Specifically, it is important to raise the consciousness of disaster prevention, recognize disaster risks correctly, facilitate relationships among people, and learn the appropriate lifestyle. In response to the subject of the above education, it is important develop educational content close to the life and the local situations, promote education in collaboration with other schools, homes and the communities, and expand education by people who are in various occupations.View full abstractDownload PDF (1060K) -
Keiko FUKUDA, Mari GOTOArticle type: Article
2012 Volume 55 Issue 3 Pages 150-161
Published: November 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this study was to investigate effective teaching methods for problem-solving in home economics of senior high school. For this purpose, home project employing problem-solving with practical reasoning was conducted, and the effectiveness of learning and incidence of employments of learning strategies was evaluated afterward. Our subjects were 220 students in a senior high school. Relationships among learning motives, mastery levels of tasks and learning strategy in the problem-solving were analyzed by the multiple regression analysis. The results were summarized as follows; (1) Before the home project, the cognitive strategies were mainly used, and they were improved among approximately 45% of students by the home project employing problem-solving with practical reasoning. This project improved the metacognitive strategies and the external resource strategies which were used among only 25-35% of students before the home project. (2) Multiple regression analysis suggested that the mastery level of task was elevated by increasing the cognitive motivation of attainment value which was elevated by ascending the metacognitive strategies. Learning strategy was increased by raising incidence of imitating strategies from another students and the mastery level of practice.View full abstractDownload PDF (1374K) -
Shoko IBUKA, Tomoko NODAArticle type: Article
2012 Volume 55 Issue 3 Pages 162-171
Published: November 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this research is to find what can be learned from home economics lessons, using data collected by Miyuki Adachi on "Children Eat Alone." In the lesson, as demonstrated in Adachi's research, students drew pictures of their dinner tables, and discussed, and critiqued about their expressions. Research methods included narrative talks about the lesson as a reflective practitioner, and conference with other teachers after the lesson. Results are as follows: 1) Students started with describing their dietary life and compared them with others which allowed them to renew their dietary life. 2) Students were able to realize the importance of function of the society, and to think about their future dietary life. Additionally, listening to students' comments in the lesson made the teacher change the way of thinking about children eating alone. The importance of families and society was reconsidered by the lesson material. The conference after lesson confirmed the hypothesis that students were able to have a chance to express and teachers listening to them with flexible mind would deepen student's learning.View full abstractDownload PDF (1054K) -
Sadako TAKASAKI, Mieko SAITO, Kimiko KONOArticle type: Article
2012 Volume 55 Issue 3 Pages 172-182
Published: November 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe investigation through questionnaires was conducted to clarify the present situation of food preparation and the attitudes of home economics teachers. More than 50% of teachers assign 30% of the home economics classes into eating habits. The average classes of the food preparation are in order of "Katei Sogo" (5.0 times), elementary school (4.3 times), junior high school (4.1 times), "Katei Kiso" (3.9 times). Many teachers point out the restriction of class hours as problematic. About 30% of teachers attach greater importance to the experiences of handmade cooking than to the mastering of skills. The common learning objectives in every level of schools are "acquiring basic cooking methods and handling the cooking utensil," "cooking safely and hygienically," and "experiencing happiness of cooking." These findings are similar to those found in the survey ten years ago. The coverage of nutrition balance in elementary school is significantly higher than in other schools. Scientific understanding of the cooking are covered more frequently in junior and senior high schools than in elementary school.View full abstractDownload PDF (1183K) -
Yoko SUZUKIArticle type: Article
2012 Volume 55 Issue 3 Pages 183-190
Published: November 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe "Cooking Bus" campaign has been conducted for the purpose of making teachers and citizens recognize the necessity for acquisition of cooking skills in the U.K. In this paper, the outline and the management method of the cooking bus was examined. The cooking bus is managed by the charity organization called "Focus on Food" and two former food technology teachers are in charge of the instructions. The cooking bus stays at school for four days. The driver extends a bus and prepares a cooking room on Monday which is followed by six sessions of cooking training for students, and one session for teachers between Tuesdays and Thursdays. Four kitchen counters for students and one counter for a teacher are furnished in the bus. A maximum of 16 persons can participate in one session. Although it is difficult to conduct such a campaign in Japan where the view over a charity is not widespread, I think introducing the cooking bus is important to appeal for the necessary acquisition of cooking skills and technologies in Japan.View full abstractDownload PDF (14122K) -
Atsuko ISHIKAWAArticle type: Article
2012 Volume 55 Issue 3 Pages 191-196
Published: November 01, 2012
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSDownload PDF (11404K)
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