Journal of the Japan Association of Home Economics Education

Difference of Views Toward Home Economics Based on Generations of Male Home Economics Teachers

Kazue TANAKA

2019 Volume 62 Issue 2 Pages 69-78
Published: 2019
Released on J-STAGE: August 01, 2020

DOIhttps://doi.org/10.11549/jjahee.62.2_69

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The purpose of this research is to compare male teachers who have taken a course in home economics at senior high school with those who have not, and to clarify whether or not there is a generational difference of views toward home economics. In classifying generations, I adopted a method created by Hashimoto and Motegi, who divided the sample into different generations based on the years when the Courses of Study were revised. In this research, I conducted semi-structured interviews to a total of 25 teachers;17 who haven't studied home economics in senior high school and 8 who have. Male teacher’s view toward gender appeared to be different by generations, and it gradually shifted to that of gender equality. In particular, teachers in G5 and G6 (born 1978-1996) have chosen their occupations free from their own sex. It became clear that these generations’ views toward home economics was different from conventional ones. Therefore, it can be concluded that co-education in home economics is helping to promote the awareness of gender equality by changing the views on home economics as girls’ subject.

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A Life-design for Home Economics to Promote Youth Autonomy in a Sustainable and Cohesive Society : Inter-related Framework of Learning Materials for Home Economics’ “Basic Home Economics” and Civics’ “Public”

Hiroko ONOSE

2019 Volume 62 Issue 2 Pages 79-
Published: 2019
Released on J-STAGE: August 01, 2020

DOIhttps://doi.org/10.11549/jjahee.62.2_79

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The objective of this study is to enrich the academic content of “cohesive society and welfare” in high school home economics which aims to help young people become more autonomous. The concepts of “coexistence” and “cohesive society” were summarized from previous research, curriculum guidelines and textbook contents. “Cohesive society and welfare” unit in home economics covers lifestyle issues in families and regional society that are related to social change from its implementation to problem solving, working together with the lifestyle culture and regional welfare comprised by the region to propose new ways of existence for households, regions, and society, and contribute to building a lifestyle platform for society with sustainable development. The content of “cohesive society and welfare” unit can be understood through the inter-related framework of self-help, cooperation and public assistance, and with links to public content, which was adopted as a civics subject unit by the new MEXT curriculum guidelines (2018). In addition, a conceptual model was suggested to help students become autonomous by taking charge of designing their own lifestyles, and contribute to creating a sustainable development society. This model was drafted by structuring content around the inter-relatedness of self-help, cooperation and public assistance, from the viewpoint of the inter-relationships among the actions of others, society and environment.

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The Development of Teaching Materials for Learning How to “Recycle Clothes” in Junior High School Home Economics : Remaking by Using Old T-Shirts

Yuko KOBAYASHI, Shintaro MURATA, Tomoko NAGATA

2019 Volume 62 Issue 2 Pages 90-100
Published: 2019
Released on J-STAGE: August 01, 2020

DOIhttps://doi.org/10.11549/jjahee.62.2_90

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The purpose of this research is to develop teaching materials for learning how to “recycle clothes” in junior high school home economics. Research objectives included three steps : 1) A questionnaire about “old fabric products” was conducted on the students, and it was decided to use old t-shirts as the remaking materials. 2) Three types of teaching materials were developed for learning how to “recycle clothes” using old t-shirts. 3) The students evaluated these materials from three viewpoints: “feasibility,” “motivation of production,” and “practicality.” As a result, the students most highly valued “feasibility” and “motivation of production” and “practicality” were positively evaluated.

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The Non-food Allergenic Cooking Materials of Junior High School Home Economics 　－Development and Practice of “Steamed Meat Bun with Rice Flour－

Saori SATO

2019 Volume 62 Issue 2 Pages 101-
Published: 2019
Released on J-STAGE: August 01, 2020

DOIhttps://doi.org/10.11549/jjahee.62.2_101

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Food Education: Importance of Developing Food Literacy in 　the Early Stages of Schooling

Trends of Educational Reform and Home Economics Education7

Miho KAWAMURA

2019 Volume 62 Issue 2 Pages 107-
Published: 2019
Released on J-STAGE: August 01, 2020

DOIhttps://doi.org/10.11549/jjahee.62.2_107

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