Focus on metacognition, the purposes of this research are to devise “Competency development worksheets” to be used in cooking studies in elementary school home economics, utilize them for cooking class improvement, and explore their effectiveness. As for the research method, the purpose and activity of learning cooking were clarified based on the “Revised taxonomy” in order to create the “Competency development worksheets.” Moreover, the effectiveness of these worksheets was explored by analyzing the descriptive contents of the children in the class and the results of the questionnaire survey conducted to the children and the teacher. As a result, it became clear that organizing goals and activities in the two-dimensional table of “Revised taxonomy” is an effective means to materialize home economics learning objectives at the cognitive level. Furthermore, based on the description of these worksheets and the analyses of the questionnaire survey, we were able to confirm the learning situation and the depth of chileren’s cognition. In particular, the children’s descriptions of their experience after cooking became rich and real.

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The purpose of this research was to examin the belief construction of home economics teachers. This was accomplished through intervew method to four home economics teachers who have over 20 years of experiences and the subsequent SCAT analysis. The results were as follows: (1) The perspective to reflect on beliefs was extracted and the points were classified into curriculum guidance and non-curriculum guidance. (2) Looking at the relationships among the viewpoints yielded “Viewpoint No.1 capturing the goals of home economics” and “Viewpoint No.2, the significance of home economics” both of which are classified from seven other viewpoints. (3) It was found that the beliefs (Viewpoints No.1 and No.2) encouraged reflections of Viewpoint No.3. (4) The viewpoints were found to be interrelated. Therefore, we suggest that the reflection is being advanced while maintaining consistency between the viewpoints. The future task is to clarify how to help home economics teachers to reflect on their own lessons.

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This survey was conducted on 144 first-year junior high students in home economics classes to clarify their sewing skills and to prove the effects of SASHIKO stitching training by observing their work over time and conducting multiple questionnaire surveys. Observations were made on the number of stitches and the number and quality of knots made at the beginning and the end of their work. Average amount of stitches students can make during class are 157.5 (99.2cm) in 3 hours, 277.8 (175.0cm) in 5 hours, and 471.5 (297.0cm) in 8 hours. The amount students can stitch during class is not much, and there were great differences between individuals in the amount of stitches they could create. Many of the students with fewer stitches in their SASHIKO had difficulties in their skills to make knots. The difficulty could not be solved on its own during the course of the class. The learning effects of SASHIKO were as follows: 1. According to the students’ post-learning impressions, some felt that they were able to mentally mature through the SASHIKO training on top of improving their sewing skills . 2. When results of thread-tying tests conducted before and after class were compared, improvement in students’ skillfulness in fingers / hands could be seen after 6 SASHIKO classes. 3. Most of the students showed an attitude to incorporate SASHIKO learning into their daily life. Such results were more significant amongst students with higher number of stitches. To realize more effect in SASHIKO training, the ability to sew smoothly is essential.

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The purpose of this study is to examine students’ learning of the basic knowledge concerning family life and living space, the improvement of students’ comprehension regarding various features of living space, and the development of living ways for healthy, comfortable and safe family life through four types of activities of the Knowledge Constructive Jigsaw Method. The classes comprising 167 first-year students in a public junior high school in 2019 were selected for the study. The following results were obtained: (1) The basic knowledge of one theme increased through Expert Activity including reading materials and the collaborative activity. This comprehension level improved as indicated by physical activities of family members and living space, the differences of thermal and luminous environments from windows’ facing directions, and safety measures for accidents of daily life and disaster. (2) The knowledge level of four themes in Jigsaw Activity① was lower than that of Expert Activity because of an increase in remembering knowledge, and abilities of students’ explanation and listening. (3) Multiple living ways were shown in a Japanese-style room where some members of family live, and the living ways of safety measures for accidents of daily life and disaster were presented in a western-style room where one person lives through Jigsaw Activity② . (4) The insufficient knowledge was shared and complemented through Crosstalk Activity.

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The purpose of this study was to clarify the form of learning in the living life classes of home economics at junior high school. This class incorporates a knowledge constitutive form jigsaw method, a performance theme under “opposite direction design” theory, and writing the answer on the floor plan. As a result, it was revealed that the learners in a development stage as a junior high school student had a strong preference for private rooms. By considering the strength of their own housing requirements, they found that other family members also had their own housing requirements. It was also found that enhancing expert activities before starting jigsaw activities is the basis for deepening dialogue.

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The purposes of this study are to revise the class of the experiment type jigsaw method that a researcher suggested from the viewpoint of the practitioner, and to clarify how a child learned by the revised method. The elementary school class contents consist of four experiments about the house environment. The results are as follows : 1) The level of children’s understanding remained unchanged. 2) Children deepened their understanding about the principle by explaining it. 3) Some child grasped the meaning of the explanation, and learned the meta recognition.

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The anonymous questionnaire survey was carried out in order to understand the situation of learning and the consciousness of learners in work-technology education in China, which is still in the process of being explored. As a result, the following points were mainly revealed. (1) About 60% of learners took classes in work-technology education in the form of “school + center”. The frequency and number of classes were not adequately secured. (2) Many learners answered that they liked the worktechnology education. In the future, referring to Japanese home economics education, we like to propose the curriculum and teaching methods in the food field of work-technology education in Guangzhou.

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