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Volume 62 (2019 - 202･･･
- Issue 4 Pages 219-
- Issue 3 Pages 129-
- Issue 2 Pages 69-
- Issue 1 Pages 3-
Predecessor
Volume 62, Issue 3
Displaying 1-7 of 7 articles from this issue
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Tomiko HIGUCHI2019 Volume 62 Issue 3 Pages 129-
Published: 2019
Released on J-STAGE: November 03, 2020
JOURNAL FREE ACCESSThis paper aims to explore a future possibility of “life literacy” in Japanese home economics education through the examination of the development of literacy theory. In the late 19th century, the word, literacy, meant basic skills of reading and writing which were taught in common public schools. After this period, the meaning of literacy has been broadened and created conflicting views. The theory of functional literacy points out the functionality of skills in the context of the ordinary social life. However, it is possible that the inverstigation of functionality of literacy lapse into blind adaptation to the given social structure which contains oppression and exploitation. The theory of critical literacy highlights critical consideration of the politics in the individual learner’s situations and creates the educational praxis for social change. It also advocates multiplicities of literacies. On the contrary, the theory of cultural literacy argues that there is a shared common knowledge in literate culture. In these literacy arguments, the following two points are crucial ; First, how we relate to social adaptation and critical resistance in the definition of literacy, and second how we consider the relationship between the common ground and multiplicities of educational contents. It is significant to consider these two points for the future development of “life literacy” in home economics education.View full abstractDownload PDF (907K) -
Yuko KOBAYASHI, Tomoko NAGATA2019 Volume 62 Issue 3 Pages 140-
Published: 2019
Released on J-STAGE: November 03, 2020
JOURNAL FREE ACCESSThe objective of this study is to reveal what kind of contents in disaster prevention and disasterrelated food education are considered necessary by home economics teachers. Additionally, we examine how much students learn these in order to utilize the findings to enrich future education. For this purpose, a questionnaire survey was conducted with home economics teachers working at elementary, junior, and senior high schools across Japan. The descriptions on the home economics textbooks used in elementary, junior, and senior high schools were analyzed first, and then 36 learning items were created to be used in the survey. The results of the survey revealed that, compared to the number of items that over half of the teachers answered necessary to be learned in home economics, the number of items that the students actually learned this year was notably low. There were fewer “learning activities” for cultivating practical abilities, compared with “learning contents” intended to have students acquire knowledge. The findings of the analysis of the free descriptions written by the teachers revealed that shortage of home economics class hours, lack of appropriate teaching materials and learning tools, and teachers’ lack of knowledge on disaster prevention were main factors causing the above situations. It became clear that measures that can lessen the burden of teachers and, at the same time, enable effective learning are necessary within a limited number of class hours.View full abstractDownload PDF (831K) -
Yukiko SATO, Yumi SHIMURA, Keiko KAGA, Noriko SATO, Naoe NISHIHARA, Mi ...2019 Volume 62 Issue 3 Pages 150-
Published: 2019
Released on J-STAGE: November 03, 2020
JOURNAL FREE ACCESSWe sent a questionnaire to a total of 2,604 home economics teachers in middle and senior high schools to ascertain their interest in and understanding of Education for Sustainable Development (ESD), including the practices, content, learning methods, and topics emphasized in ESD for home economics classes. In terms of how much home economics teachers understand ESD, the questionnaire results revealed that those who “know ESD very well” and those who “have heard about ESD” constitute less than 40% of the respondents. In contrast, in terms of how much interest there is in ESD, the questionnaire results revealed that those who are “very much interested in ESD” and those who are “somewhat interested in ESD” constitute a high percentage of respondents at 74.4%. The questionnaire results, therefore, indicate that many home economics teachers conduct their classes with specific content that can lead to ESD, even though those who conduct classes with ESD in their mind constitute a low proportion of respondents at 26.0%. Consequently, we conclude that the high ESD scores in the home economics classes are not related to teachers’ interest in and understanding of ESD but are related to whether or not teachers are aware of ESD.View full abstractDownload PDF (1649K) -
Rie IMOTO, Yuko HANE, Yuko KAMEI, Shino KANZAWA, Noriko ARAI, Noriko K ...2019 Volume 62 Issue 3 Pages 160-
Published: 2019
Released on J-STAGE: November 03, 2020
JOURNAL FREE ACCESSThe purpose of this research is to clarify the characteristics of lesson study nationwide and the contents of the academic ability considered to be nurtured there. In this study, first of all, what is the academic ability to be aimed at in home economics is examined based on various academic theories. And, from the analysis viewpoint, the class practice records based on lesson study in elementary schools, junior high schools and high schools were analyzed. In class practice, it became clear that the development of the five academic ability which was an analysis viewpoint in this research is aimed at.View full abstractDownload PDF (918K) -
Yayoi HIKAGE, Kahori AOKI, Yumi SHIMURA2019 Volume 62 Issue 3 Pages 170-
Published: 2019
Released on J-STAGE: November 03, 2020
JOURNAL FREE ACCESSThe purpose of this research is to clarify the realities and outcomes of the training for teachers without license of home economics education (LHEE). There were few prefectures that offer training sessions for teachers without LHEE. These trainings, improved the teaching ability for teachers without LHEE, especially their teaching materials, students’ reality check, and interaction with other teachers. They did not achieve, however, the ability for projectbased learning which is the characteristic of home economics education. Given that the existence of teachers without LHEE cannot be ignored, the boards of education should offer training sessions to develop their teaching ability. Those conducting training sessions are required to consider factors such as the date that the training sessions will take place, inclusion of research into teaching materials, especially those relating to knowledge and skills, providing content linking with actual teaching of home economics, and establishing a system for post-training support.View full abstractDownload PDF (933K) -
Takako NAKAMURA, Akiko SUZUKI2019 Volume 62 Issue 3 Pages 181-
Published: 2019
Released on J-STAGE: November 03, 2020
JOURNAL FREE ACCESSThe home project (HP) that is positioned as a compulsory content in high school home economics education is a problem-solving project learning for students to pursue and solve their own living tasks. It also provides students with a place of subjective and deep learning. It is, however, difficult to say that this HP fully demonstrates its original functions. Although many studies on effective learning methods of HP have been conducted in the past, no research has examined the effects of HP as the axis of the curriculum. Therefore, based on the revision of the new course of study, we will approach the essence of HP learning and pursue a curriculum based on its essence. This report investigates the actual state and consciousness of the HP learning efforts of senior high school home economics teacher. We clarified the problems about the effective learning method of HP learning. Further, we propose the curriculum centering on the future HP.View full abstractDownload PDF (1186K) -
Serial:Trends of Educational Reform and Home Economics Education8Sayuri GOTO2019 Volume 62 Issue 3 Pages 191-
Published: 2019
Released on J-STAGE: November 03, 2020
JOURNAL FREE ACCESSDownload PDF (2618K)
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