Journal of the Japan Association of Home Economics Education

Situations and Problems through Investigation into Class Design and Class Evaluation in High School Home Economics

Mitsue NONAKA

2016 Volume 59 Issue 2 Pages 73-83
Published: 2016
Released on J-STAGE: August 01, 2017

DOIhttps://doi.org/10.11549/jjahee.59.2_73

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This research aims to understand the situations and problems of class design and class evaluations in high school home economics classes. By analyzing 186 high school home economics teachers’questionnaire responses on lesson study, the following things became apparent. Firstly, 70% of high school home economics teachers worry about their class design (i.e., what kind of learning activities should be created, how to make activities problem based learning). Since they are very busy, these teachers are rarely able to self-reflect on their classes. Furthermore, in the case of only one teacher for home economics in the school, lesson study is difficult. Secondly, when teachers introduce various learning activities into their classes, students become more motivated to learn. However, younger teachers tend to introduce neither experiential activities nor experimental activities that require technical knowledge. It is therefore necessary to raise special knowledge and to master class design that introduced learning activities in teachers colleges.

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The Effect of School Knowledge about Eating Habits

Tomoko FUJITA

2016 Volume 59 Issue 2 Pages 84-95
Published: 2016
Released on J-STAGE: August 01, 2017

DOIhttps://doi.org/10.11549/jjahee.59.2_84

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The objective of this study is to examine the effect of school knowledge about eating habits on adolescents’ self-esteem. Questionnaires were administered to 1336 high school students (843 girls and 493 boys) in Tokyo, Niigata, and Fukuoka. It was found that eating habits were significantly different by gender. However, an exploratory factor analysis indicated that the structures of boys’ and girls’ eating habits were the same. Factor analysis extracted four factors, which were labeled as “valuing every day meals,” “valuing body control,” “valuing favorite food,” and “valuing nutritional balance.” The results of one-way analysis of variance indicated that adolescents’ positive attitude toward home economics education was significantly related to boys’ higher self-esteem. Two-way analysis of variance showed that “valuing every day meals” and school knowledge about eating habits had an interaction effect on adolescents’ self-esteem. That is, the self-esteem of adolescents who valued every day meals but less knowledge about nutrition was low. Adolescents who had considerable knowledge about nutrition but did not value every day meals also had low self-esteem. When adolescents had knowledge about nutrition and favorable eating habits, their selfesteem was the highest. These results indicated that adolescents’ favorable eating behavior with school knowledge about eating habits are important for their self-esteem.

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An Examination of Learning Environment that Support Children’s Sewing in Home Economics

Learning Styles and Teacher Perspectives

Yukina SATO, Sachiko TAKAGI

2016 Volume 59 Issue 2 Pages 96-104
Published: 2016
Released on J-STAGE: August 01, 2017

DOIhttps://doi.org/10.11549/jjahee.59.2_96

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The purpose of this study is to clarify that the difference in the children's learning style is whether there is any influence on the learning results in sewing of Home Economics in elementary school. According to the questionnaire surveys, learning style of the children was divided into four-type groups such as Deliberative-passive, Deliberative-active, Impulsive-passive, Impulsive-active. The difference in four-type groups was closely related to the speed of making a bag and completeness for making a bag. For example, the group of Deliberative type showed the accelerated speed of making a bag in the second half than the first half. On the other hand, the group of Impulsive type showed the maintained speed of making a bag during entire class. Among the four-type groups, it was observed that the groups of Deliberative active type showed the fastest speed of making a bag, whereas the groups of Deliberative passive type showed the slowest speed of making a bag, which is the most well-made bag. Thus, it is concluded that differences in learning style were greatly affected the learning result in sewing. Therefore, teachers will be accurately and efficiently support to children to know the difference between these learning styles in sewing.

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[title in Japanese]

[in Japanese]

2016 Volume 59 Issue 2 Pages 105-110
Published: 2016
Released on J-STAGE: August 01, 2017

DOIhttps://doi.org/10.11549/jjahee.59.2_105

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Home Economics Education Sustaining the Development of Children

Serial Home Economics Education in Japan 11

Yoko Yoko

2016 Volume 59 Issue 2 Pages 111-113
Published: 2016
Released on J-STAGE: August 01, 2017

DOIhttps://doi.org/10.11549/jjahee.59.2_111

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