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Volume 56 (2013)
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Volume 56, Issue 4
Displaying 1-5 of 5 articles from this issue
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SPECIAL CONTRIBUTIONMiho KAWAMURAArticle type: Article
2014 Volume 56 Issue 4 Pages 183-193
Published: February 01, 2014
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThis paper aims to propose essential conditions for efficient cooking classes by reexamining my previous research. My previous research can be classified into class research and data research. Class research resulted in the following: (1) One of the most effective ways of learning in cooking classes is when students talk together in groups and evaluate each others' cooking skills and food prepared. This method helps them to find their own problems and to solve them. (2) Students gain cooking knowledge using their physical senses which will be used to solve some problems they meet in the near future. (3) Students gain self-confidence in their cooking skills by carefully observing their classmates, reflecting on their own skills, and through trial and error, make more delicious dishes. Date research resulted in the following: (1) Cooking classes should be made to meet the children's needs, and by not using the past curriculum and the order of teaching proposed in cooking science. (2) There have not been sufficient cooking classes that aimed to gain cooking skills and promote students' understanding of cooking science. This was found by examining questionnaires from teachers, class reports and textbooks. (3) Cooking classes in Japan before World War II were taught based on their usefulness for students in their everyday lives from the viewpoint of improvement of living conditions. After that, Kozo Kondo proposed using measurements in cooking, which systematized cooking classes and made them a part of the school curriculum. From above findings, the essential conditions for efficient cooking classes are as follows: Teachers should stress the gaining of cooking skills in cooking classes. They should promote the process of students finding their own problems and solving them. They should plan cooking classes to promote students learning from each other.View full abstractDownload PDF (1542K) -
Phenomenological Research on "Ethical Anxiety" When Teaching Family and Family life in the ClassroomAyako KATADAEArticle type: Article
2014 Volume 56 Issue 4 Pages 194-202
Published: February 01, 2014
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe purpose of this phenomenological research was to understand the lived experience of "ethical anxiety" that Home Economics teachers may have experienced when teaching family and family life area in the classes. "Ethical anxiety" here means that concerns, worries, or lack of self-confidence leading to concerns as to whether the teacher is violating students' privacy, or whether topics such as marriage, divorce, or child abuse may hurt students' feelings. A descriptive phenomenological questionnaire was the method chosen for data collection in this study. The participants were 24 Home Economics secondary school teachers in Kagawa prefecture, Japan. The investigation was conducted from November to December, 2010. The question statement was "Please give details about any ethical anxiety you have felt when teaching family and family life classes. If possible, give concrete examples with as much detail as you can. Please describe what you saw, heard, and how you felt." The teachers' lived experiences fell into four essential themes: (a) teaching while feeling unsure whether any student is being offended, (b) teaching contents superficially with no emotional input, (c) teaching while taking students family backgrounds into consideration, and (d) teaching to make students think their future family lives.View full abstractDownload PDF (966K) -
Ikuyo KAMANOArticle type: Article
2014 Volume 56 Issue 4 Pages 203-211
Published: February 01, 2014
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSThe aim of this research is to identify changes in junior high school students' human relationships through early childhood education in Home Economics. In this class, students cooked foods with children twice after having played with them. Subjects of this study were 73 junior high school studentsat the age of 14. Semi-structured interviews were conducted after the classes. Handouts and feedback for the classes were also examined. These data were analyzed using the Modified-Grounded Theory Approach. The following is a summary of our findings; (1) Sixteen concepts and three categories were created from thedata. (2) Students changed the relationship with others through the learning of child care. These changes were evident in the following processes; a) While somewhat baffled, they came to accept others. b) They began to givemeaning to children's approaches, and changed their perspectives. c) They came to find the processes for a sustainable involvement. (3) Students changed their perspectives by giving meaning to children's approaches. (4) Students changed the relationships with others by imitating clever ways that their friends and children's nurses dealt with children. (5) Students tended to improve their relationships with the classmates at their school through the learning of child care.View full abstractDownload PDF (1037K) -
Mirei KOBAYASHI, Masako TAKAMASUArticle type: Article
2014 Volume 56 Issue 4 Pages 212-221
Published: February 01, 2014
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSFor many years, Japanese people have had the tendency of avoiding vegetables, which is especially apparent in younger generations. This study aims to create awareness among students about the daily vegetable requirements and an attitude toward consuming an appropriate amount of vegetables through, a teaching method for middle-school Home Economics classes. In this study, the 3.1.2 lunch box diet method, which fosters the development of one meal unit based meal-planning skills, was adopted to easily estimate the amount of vegetables consumed. The amounts of the vegetables in the lunch box were compared in the learning program (step1-step4) and were evaluated from five viewpoints, and the effects of the program were was measured. Questionnaires were given before and after the program, and path analysis was conducted to examine. The effect of the learning program. Our results showed that the program, using the 3.1.2 lunch box diet method, effectively increased the vegetable consumption of middle school students at school, home and outside.View full abstractDownload PDF (7805K) -
Lessons of Making Sugoroku : Students Can See the Process of Learning and Their Degree of AttainmentMasako OKABEArticle type: Article
2014 Volume 56 Issue 4 Pages 222-227
Published: February 01, 2014
Released on J-STAGE: November 17, 2017
JOURNAL OPEN ACCESSDownload PDF (9947K)
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