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Volume 63 (2020 - 202･･･
- Issue 4 Pages 179-
- Issue 3 Pages 101-
- Issue 2 Pages 59-
- Issue 1 Pages 3-
Predecessor
Volume 63, Issue 3
Displaying 1-7 of 7 articles from this issue
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Research of Home Economics TeachersTakako KOSHIMIZU2020 Volume 63 Issue 3 Pages 101-
Published: 2020
Released on J-STAGE: November 01, 2021
JOURNAL FREE ACCESSRecently, the use of ICT is recommended for public school education. Teachers are thus required to develop their teaching skills in response to this trend. The purpose of this study is to clarify the use of ICT model in simultaneous learning which is based on theory of planned behavior diagram by Ajzen. This theory enables us to show the factor affecting teachers’ behavior. I investigated 183 home economics teachers who use ICT by conducting a questionnaire study and analyzing the data by covariance structural models. The results showed that intentions to use ICT was most strongly affected by the attitude toward using ICT. Furthermore, it showed that the attitude toward using ICT and subjective norm on using ICT were positively related with each other. However, the perceived use of ICT did not influence the other factors. It is useful for the teachers to increase their willingness to use ICT in simultaneous learning. In addition, the subjective norm on using ICT can be effective in increasing attitude toward using ICT. It is important for teachers to have the sense of mission and responsibility in using ICT.View full abstractDownload PDF (938K) -
: Applying the League of Nations’ Solidarity Theory to Home Economics-related ESDHiroko ONOSE2020 Volume 63 Issue 3 Pages 110-
Published: 2020
Released on J-STAGE: November 01, 2021
JOURNAL FREE ACCESSThe objective of this study is to confirm that the concept of citizenship is an important quality and skill in creating a sustainable development society. The league of nations’ solidarity theory which is a practical synthesis of natural solidarity and social solidarity is analyzed and its application to home economics-related ESD is discussed. Humans are born to live in harmony with nature and in solidarity as scientific reality. Civil citizenship recognized the freedom of the individual as a right and a matter of human dignity is fostered from the improved ability of solidarity with generations and with environment. In a natural state without human alterations, humans have mutually dependent on each other but the relationships are not necessarily equal. Moreover, humans are social beings, and united as a matter of practical obligations. Social citizenship is fostered and inclusive societies are built upon from experiences of working together to solve problems in civic life, considering scientific information, respecting for each other’s opinions to find justice through dialogue, and creating new systems and rules based on fair judgments. Political citizenship is fostered by social participation through labor that capitalizes on one’s specific characteristics for the benefits received, paying taxes and social insurance premiums, and expressing opinions in politics to correct inequalities. Global citizenship is fostered through cooperation that respects human rights and different cultures in accordance with the requirement in the international community. Home economics education is expected to be a practical subject that educates the “creators of a sustainable society” about citizenship by having them learn to integrate scientific truth with moral virtue in their daily lives.View full abstractDownload PDF (1024K) -
: Activities Connecting Fundamental Principles and Pupils’ Experience Concerning Indoor EnvironmentYukari IINO, Hiroko OGAWA, Shoko IBUKA, Kyoko KANEKO2020 Volume 63 Issue 3 Pages 122-
Published: 2020
Released on J-STAGE: November 01, 2021
JOURNAL FREE ACCESSThe purpose of this study is to clarify increase of knowledge, its qualitative changes and the improvement of pupils’ scientific comprehension in each process of three kinds of activities of the Knowledge Constructive Jigsaw Method including experiments by connecting fundamental principles of indoor environments and pupils’ daily experiences. A class comprising 34 fifth-year pupils in a public elementary school in 2018 was selected for the study. The materials that show fundamental principles of thermal, luminous, and airflow environments were read, and the experiments of their environments were conducted with pupils’ physical and visual perceptions and measurement by using tablets that show images of experimental methods’ procedures through Expert Activity. The following results were obtained: (1) The accurate scientific knowledge of one kind of environment was increased by reading materials and the conduction of experiments through Expert Activity. (2) A lot of concrete knowledge of some kinds of environments and the ways of living were comprehended through Jigsaw Activity including collaborative activities. (3) Many ways of living were presented from each group in the class through Crosstalk Activity. The scientific comprehension was improved. Some multiple ways of living interrelated with several knowledge of various environments were shown from some pupils.View full abstractDownload PDF (1910K) -
Xiaomin WEI, Noriko KISHI, Akihito TAKEYOSHI, Akiko SUZUKI2020 Volume 63 Issue 3 Pages 134-
Published: 2020
Released on J-STAGE: November 01, 2021
JOURNAL FREE ACCESSIn China, there are few reports of lesson practices or lesson studies of home economics education in elementary schools. However, the teachers at Dacheng Elementary School have been promoting their own curriculum of home economics. They are trying to improve it based on theoretical knowledge and research of home economics education, and it is required for them to share information internationally to examine the future of home economics education. In contrast, although lesson studies are actively researched in Japan, there are few international comparative studies on lessons in home economics. In this study, we focused on home economics classes of sewing on a button in Chinese and Japanese elementary schools. The objectives of this study were to compare the teaching plans, the lesson structures and the teaching methods by learning the teaching plans and lesson records of both cases, and to clarify the differences and special features. The results were as follows: (1) In Japan, lesson objectives are achieved according to a plan with several lesson hours, whereas in China, objectives are set reflecting the idea of labor education, and a plan is conducted every one hour period to achieve the goal. (2) There was a difference in the allocation of time for students to think and practice for acquiring skills during the class. (3) While the Chinese teacher asked the children each question one by one to teach a technical issue for button sewing and asked them to think about a countermeasure, the Japanese teacher responded to the children's remarks and asked questions to encourage their thinking.View full abstractDownload PDF (1146K) -
:“What is Home Economics?”Masako OKABE2020 Volume 63 Issue 3 Pages 145-
Published: 2020
Released on J-STAGE: November 01, 2021
JOURNAL FREE ACCESSDownload PDF (2441K) -
Thinking From the Perspective of “Diverse Understanding of Elderly People” and “Cooperation and Collaboration With Elderly People”Takuya NIHASHI, Ruriko YAMAZAKI2020 Volume 63 Issue 3 Pages 151-
Published: 2020
Released on J-STAGE: November 01, 2021
JOURNAL FREE ACCESSDownload PDF (9294K) -
Serial : Home Economics Education and SDGs 4Kiyomi KURAMOCHI2020 Volume 63 Issue 3 Pages 157-
Published: 2020
Released on J-STAGE: November 01, 2021
JOURNAL FREE ACCESSDownload PDF (2167K)
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