The purpose of this study is to clarify the issues related to the description of objectives indicated in (1) “Acquire the following knowledge” in the course of study and the explanation A (3) (Research 1), (2) Create a clear description of educational objectives for the identified problem (Research 2).
Research 1 describes the objectives in the course of study and commentary with knowledge and behavior, and examines how much the commentary section refers to the course of study. Next, applying knowledge and behavior to the theory of RBT, we clarified the issues related to the description of objectives. As a result, we were able to grasp certain properties. However, the description of the behavior was expressed by only two words “understanding” or “knowing,” and thus the nature beyond these could not be identified.
In Research 2, we was examined the understanding of the eight knowledge and RBT cognitive process dimensions shown in the explanation section of “Acquire the following knowledge” in the home study area A (3) which it was examined the relationships with the seven actions. As a result, four actions of “interpreting,” “summarizing,” “inferring,” and “explaining” were found to be related to all eight types of knowledge in “relationship with family, family and community.” “Exemplifying” “classifying,” “comparing” need to be combined after considering the characteristics of knowledge. Overall, by using RBT, objectives could be clarified by expressing the ambiguous behavior in A (3) and examining the evaluation method.
In this study, we developed and examined a“problem-solving cooking class program designed to encourage behavior that would help reduce household food waste”with an aim for high school students to contribute toward reducing food waste at home. The program was structured by creating a matrix of classification of various concepts in consumer education and a model associated with factors of environment-conscious behavior based on social psychology, to carefully select the learning contents. A questionnaire survey was conducted among the attendees to investigate the effects of the class. T-test revealed that scores for each determinant and the scale for intention to reduce household food waste increased, quantitatively demonstrating the effect of the class. The covariance structure analysis revealed that the classes that include the jigsaw method in this program had a positive impact on the recognition of the risk of food waste, the effectiveness of strategies, and moral responsibility. Additionally, they influenced the evaluation of costs and benefits, and social norms. The analysis also revealed that the classes that incorporate problem-solving cooking lessons had a positive impact on the evaluation of feasibility. It was demonstrated that this program could become the first step in consumer citizenship education in high-school home economics class.