Updated on 2024/02/02

写真a

 
SHINOHARA Yoko
 
Organization
Faculty of Education Professor
Position
Professor
External link

Degree

  • Master ( Naruto University of Education )

  • Doctor ( Hyogo University of Teacher Education )

Research Interests

  • ESD教育内容開発

  • 家庭科教育

  • 被服学

  • SDGsと持続可能な衣生活

Research Areas

  • Humanities & Social Sciences / Family and consumer sciences, and culture and living

  • Humanities & Social Sciences / Education on school subjects and primary/secondary education

Education

  • Hyogo University of Teacher Education   連合学校教育学研究科  

    1998.4 - 2001.3

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    Country: Japan

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  • Naruto University of Education   大学院学校教育研究科修士課程  

    1995.4 - 1997.3

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Research History

  • Naruto University of Education   College of Education   Research Assistant

    2001.4 - 2006.3

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Professional Memberships

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Papers

  • Development of Cross-curricular Classes that Contribute to the Cultivation of Creativity Analysis of Practical Results of the Liberal Arts Education Class “Creativity in Life” at Okayama University

    13   261 - 273   2023.3

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    Language:Japanese  

    DOI: 10.18926/cted/65089

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  • 岡山大学教育学部家政教育講座における初等家庭科授業研究・内容研究の実践と「教科内容構成力」の育成 : 小学校教員養成における教科教育と教科内容を統合する授業内容の構築

    179   105 - 112   2022.4

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  • 繋がりとしての被服―原子価論を用いた着装分析の試み― Reviewed

    篠原 陽子

    日本繊維製品消費科学会   Vol.61, No.6   39 - 47   2020

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    Publishing type:Research paper (scientific journal)  

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  • Development of Life Cycle Inventory Worksheets for Sustainable Wardrobe Management; In order that high school students may learn by the ESD lessons in Home Economics Reviewed

    YOKO SHINOHARA

    INTERNATIONAL JOURNAL OF CURRICULUM DEVELOPMENT ANDPRACTICE JAPAN CURRICULUM RESEARCH AND DEVELOPMENT ASSOCIATION   21 ( 1 )   15 - 26   2019.3

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  • Development of Home Economics Classes from an ESD Perspective : Examining the Practice of the 2018 Liberal Arts Education Subject "Contemporary Issues in Education (Lifestyle and Environment)" at Okayama University

    8 ( 8 )   109 - 122   2018.3

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    Language:Japanese  

    Since 2016, active learning has been implemented in Japan as part of a direction for school education that can respond to the unpredictable future in store for children, in order to develop the ability to live in a globalized, knowledge-based society. Okayama University, which has been designated as a Super Global University in 2014, is engaged in education reform to develop people with the advanced, specialized knowledge as well as mental fundamentals to support a knowledge-based, global society. This study examines the results of the "lifestyle and environment"which were developed as foundation for a "home economics project from an ESD standpoint," one that is central to active learning in the "Contemporary Issues in Education" course, required for liberal arts education in the Faculty of Education.

    DOI: 10.18926/CTED/55811

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  • Examination of "Skills of Subject Contents Organization" in Practice of "Studies in the Subject Matter of Home Economics Education" in the Home economics Education Course, Faculty of Education Okayama University : A Preliminary Research to Develop a Home Economics Curriculum, which Aims to Integrate Academic Subjects Education and Subject Content Education

    167 ( 167 )   61 - 77   2018

  • Development of a Curriculum for Teacher Education Centering on Teaching Practice by Students : Through the Acceptance of Development Study of Japan Accreditation System for Teacher Education

    36   33 - 45   2018

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  • Sun Protection Scheme and Clothing: Development of Educational Content for the Home Economics Class::-Designing a Home Economics Curriculum Based on ESD Reviewed

    SHINOHARA Yoko, KOSHIMUNE Kumiko

    The Bulletin of Japanese Curriculum Research and Development   40 ( 1 )   69 - 83   2017

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    Language:Japanese   Publisher:Japan Curriculum Research and Development Association  

    Children must make decisions about how to wear clothes depending on the environmental conditions for sustainable clothing life. Damage from UV radiation should be minimized. Therefore, this study developed educational content for Home Economics classes in which the children were required to develop a sun protection scheme using clothing. It was intended that children explore the following questions: (1) Why do we need a sun protection scheme? (2) How should clothing be used for it? Transmission of UV radiation through clothing was examined in the environmental conditions such as season, weather, and location. Measurements using UV labels were examined for their potential in a sun protection scheme. The main results are as follows: (1) Clothing is extremely useful for sun protection. The amount of UV rays transmitted is affected by a fabric's density, thickness, and hue (brightness). (2) In the sample fabric and clothing, considering the above-mentioned characteristics, the transmission of UV rays was higher in clear weather and outdoors. In spring, the amount of UV rays and its transmission is high. However, we did not observe a significant difference due to season (ANOVA, p<0.05). Although UV protection has been actively conducted only in summer, protection is necessary also in winter and spring. (3) As a qualitative method to examine the transmission of UV rays through clothing, the use of ultra-sensitive UV labels (UV indicators) was effective. We expect that sustainable clothing life will enable students to use the knowledge that they acquire.

    DOI: 10.18993/jcrdajp.40.1_69

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  • Developing Learning Content Concerning Water Vapor Permeability of Fabrics:― Designing Home Economics Curriculum Based on ESD ― Reviewed

    SHINOHARA Yoko, WATANABE Yukiko

    The Bulletin of Japanese Curriculum Research and Development   39 ( 2 )   37 - 49   2016

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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Curriculum Research and Development Association  

    One of the significant aspects of the learning content in Home Economics in elementary school is comfortable clothing. However, the meaning of comfortable clothing is only briefly dealt with in the curriculum. The previous report defined comfortableness of clothing from the perspective of clothing studies. The clothing microclimate, clothing pressure, and the feel of clothing were discussed as aspects of physiological comfort. Moreover, learning content concerning the feel of comfortable clothing was suggested for further learning. Therefore, the present study developed learning content about the clothing microclimate. Particularly, this is an experiment for facilitating the pupils' understanding regarding the differences in the water vapor permeability of various fabrics. This method is based on JIS L 1099; A-2 (2012). The results indicate that the water vapor permeability of various fabrics has a close relationship with the chemical property of fibers and the constitutive property of fabrics. The learning content can be combined in this experiment with a sensory evaluation. First, pupils feel the difference between the clothes and the skin in insensible and sensible perspiration. Then, they learn about the moisture permeability of fabrics through this experiment. Thus, it is believed that pupils are able to scientifically understand the relationship between themselves and clothes through practical learning. It is expected that pupils will be able to choose comfortable clothing according to purpose and environmental conditions. It is possible for pupils to construct a sustainable lifestyle by using the educational content proposed here.

    DOI: 10.18993/jcrdajp.39.2_37

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  • Education for Sustainable Development (ESD) Classes of Junior High School Clothing Units within Home Economicss:: Students' Acquisitions of Concepts of Sustainability and Decision-Making in Laundry Practice Reviewed

    SHINOHARA Yoko

    The Bulletin of Japanese Curriculum Research and Development   38 ( 4 )   11 - 22   2016

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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Curriculum Research and Development Association  

    The 2008 Junior High School Course of Study explores the inclusion of education for sustainable development (ESD) to build a sustainable society, with environmental issues being one of the themes in ESD. This study aims to discuss the content of a clothing learning unit of a junior high school home economics class in the 2008 Course of Study from the perspective of ESD, and attempts to create a new structure. Based on this, we restructured the unit on laundry, developed a lesson plan, and put it into practice. This study introduced the three viewpoints--limited nature, circulation of water resources and protection of the aquatic environment--to conventional instruction on laundry practice, to help the students grasp the concept of environmental sustainability the teaching objectives were to get students to think about and take ESD into account in their own laundering practices. After the class, in comparison with a class implemented under the 1998 Course of Study, the students are expected (1) to have acquired the knowledge of sustainability (environmental conservation) and (2) to show their understanding of the acquired knowledge through their selections of laundry detergents. In the future, I will develop the necessary content and improved lesson plans in order to get students to systematically explore a sustainable lifestyle with regard to clothing.

    DOI: 10.18993/jcrdajp.38.4_11

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  • Detergency Using Enzymes for Fabrics Soiled with a Solid India Ink Solution:— Polyester, Cotton, and Polyester/Cotton Blended Soiled Cloth — Reviewed

    SHINOHARA Yoko

    JOURNAL of the JAPAN RESEARCH ASSOCIATION for TEXTILE END-USES   56 ( 4 )   348 - 355   2015

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    Language:Japanese   Publisher:The Japan Research Association for Textile End-Uses  

    <p>A method for the removal of India ink dirt from fabrics involving the reduction of the protective colloid of the glia present in the ink was investigated. The experiment was conducted using gelatin instead of glia. The gelatin was decomposed by the enzymes trypsin, papain and uguis (nightingale feces), and the quantity of generated amino acids was measured with a conductivity meter. It was found that the decomposition was rapid, and a significant amount of decomposition occurred, indicating that a large quantity of the enzymes was present. When the mixture of enzymes was added to an India ink solution, the transmittance of trypsin and papain increased. A washing test was then conducted using these enzymes, and the results were subjected to an analysis of variance test. There was no significant difference observed for the results obtained with the different enzymes after washing (p < 0.05). The results show the detergency higher than enzyme Blank according to fabrics is as follows: uguis and trypsin for PET, uguis for cotton, and uguis and trypsin for polyester/cotton (PC). The low detergency fabrics had much protein residual volume. On the other hand, the high detergency fabrics had little protein residual volume. It was revealed that the glue was removed by washing with enzymes.</p>

    DOI: 10.11419/senshoshi.56.4_348

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  • An Experiment to Find Comfortable Clothes:: Development of Instructional Objectives in Home Economics Based on ESD Reviewed

    SHINOHARA Yoko, NISHI Koko

    The Bulletin of Japanese Curriculum Research and Development   38 ( 1 )   49 - 57   2015

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    Language:Japanese   Publisher:Japan Curriculum Research and Development Association  

    In elementary school home economics classes, a lesson to explain how to wear clothes comfortably must developed. The instructional contents for measuring the comfort of clothes should be made clear scientifically. It is important that pupils manage clothes with a viewpoint of Education for Sustainable Development. In this study, the authors developed an experiment to measure feeling of clothes on skin. It was established that the following characteristics are related to the comfort of clothes; microclimate in clothing, garment pressure and the feeling on skin. An inclined plane method was used to measure the coefficient of static friction for a variety of fabrics. The basic factor for the friction properties for the fabrics was clarified. The coefficient of static friction for clothes varied according to the characteristics of fibers, the form and thickness of the yarn, and the different forms of weaving. The results showed that the coefficient of static friction varied among pairs of the cloth tested. Finally, we tested wet clothes and found they had a larger coefficient of static friction than dry clothes. In addition, the friction where the cloth became fluffy were reduced by using a finishing agent after washing.

    DOI: 10.18993/jcrdajp.38.1_49

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  • Removal and Recovery of Nonionic Surfactants by Soil-Filling Suction Filtration&minus;Effects of Anionic Surfactants, Organic Builders, and Inorganic Builders&minus; Reviewed

    SHINOHARA Yoko

    Journal of Japan Society on Water Environment   37 ( 1 )   1 - 7   2014

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    Language:Japanese   Publisher:Japan Society on Water Environment  

    Previous studies have shown that when soil-filling suction filtration is conducted for a nonionic surfactant solution, nonionic surfactants (NPnEO) can be removed and recovered. Furthermore, the recovered NPnEO can be recycled. This finding was confirmed for an independent system of NPnEO. However, a question was raised as to whether similar results can be obtained from a mixed system in which other ingredients coexist. Thus, in this study, the removal rate and recovery rate were investigated for a mixed system to determine whether these rates are affected. The experiments were conducted for systems of NPnEO (NP10, NP15, NP20) mixed with an anionic surfactant (sodium dodecyl sulfate), an inorganic builder (sodium sulfate), and an organic builder (carboxymethyl cellulose sodium salt). The removal rate of NP10 (30 ppm) was 95.6%. NP10 solution was used as the base for the following removal tests. When NP10 was mixed with sodium sulfate (1.0%), the removal rate was 93.1%. Next, when NP10 was mixed with 0.1% SDS, the removal rate was 90.5%. Finally, when NP10 was mixed with 0.5% SDS, the removal rate was 6.7%. A significant difference was observed between NP10 and NP10 mixed with 0.5% SDS (Bonferroni, p<0.05). The results showed that SDS affected the removal rate and recovery rate more than the builder. The concentration of the component for mixing also affected both rates. In particular, at concentrations greater than the critical micelle concentration of NPnEO or SDS, the removal rate and recovery rate decreased by about 10%, which suggested that SDS inhibited NPnEO removal. Therefore, separation and removal should be performed for each ingredient during the removal process.

    DOI: 10.2965/jswe.37.1

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  • The Experiment of Moisture Transfer on Clothes: Wetting and Drying of Fabrics:: The Development of Elementary School Home Economics Curriculum Based on ESD Reviewed

    SHINOHARA Yoko, KOSHIMUNE Kumiko

    The Bulletin of Japanese Curriculum Research and Development   37 ( 3 )   1 - 11   2014

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    Language:Japanese   Publisher:Japan Curriculum Research and Development Association  

    To foster an understanding of the relationship between people and clothes, the Clothing Life section of the Elementary School Home Economics Syllabus includes the relationship between materials and designs of clothes and human physiology, as well as the social significance of clothing, as pupils learn" how to wear" various garments. Clothing materials worn by humans must be: 1) hygienic, 2) strong and durable, 3) morphologically stable, and 4) manageable. This study focuses on hygiene and examines the development of a continuous wetting and drying property test, a new experiment through which students discover why a) the drying property is necessary to maintain the heat balance within our bodies and b) why it varies among clothing materials. We evaluated the new experimental testing method with existing ones from several perspectives, including the discovery of rules, operability, quantifiability, reproducibility, and the experiment duration. Results revealed that continuous testing of wetting and drying property can reproduce the conditions present when students wear certain items of clothing, enabling the students to discover that both wetting and drying property are concurrently required.

    DOI: 10.18993/jcrdajp.37.3_1

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  • A Study on the Selection of Detergents by Utilizing the Analytic Hierarchy Process : Results of Junior High School and University Students Reviewed

    SHINOHARA Yoko

    International Journal of Curriculum Development and Practice   15 ( 1 )   33 - 40   2013

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    Language:English   Publisher:Japan Curriculum Research and Development Association  

    Since detergents have an environmental impact, it is important to select them based on a scientific understanding. Here, the primary goal is to make decisions by utilizing the viewpoint of Education for Sustainable Development (ESD). Therefore, this research incorporated ESD and the Analytic Hierarchy Process (AHP) of instruction to examine the results of four experiments conducted by junior high school and university students: 1) the solubility, 2) the rinsing, 3) the detergency, and 4) the environmental impact. During the class, junior high school students evaluated Detergent "A" and Detergent "B." The results showed that the priorities of the two detergents were 0.43 for Detergent A and 0.57 for Detergent B, and these results showed no significant change before and after the class. For university students, the priorities of the two detergents were 0.19 for Detergent A and 0.81 for Detergent B, which showed a significant change after the class was conducted. Overall, this research proved to be an effective approach to understanding the scientific decision-making.

    DOI: 10.18993/jcrdaen.15.1_33

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    Other Link: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-24531132/

  • Detergency Evaluation of Fabrics Soiled with Solid India Ink and Commercial Liquid India Ink:― Polyester, Cotton and Polyester/Cotton Blended Soiled Cloth ― Reviewed

    SHINOHARA Yoko

    JOURNAL of the JAPAN RESEARCH ASSOCIATION for TEXTILE END-USES   54 ( 2 )   180 - 186   2013

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    Language:Japanese   Publisher:The Japan Research Association for Textile End-Uses  

    <p>The stain adhered on clothing with India ink could damage the appearance performance of clothing. Since the removal of soil is very difficult, a user gives up the use of clothing in many cases. In order to recover the function of clothes, removal of the India ink stain was considered from the viewpoint of the resources and environment that are the subject of a present-day clothes life. The soiled fabrics were made using white polyester, cotton, and polyester/cotton blended fabrics. The reflectance of the whole staining fabrics with solid India ink was lower. In the case of spot stained fabrics, no difference among the kinds of India ink was found. The soiled fabrics were washed out using bleach, dispersing agent and detergent. The significant difference was found between detergency and the kind of India ink, fiber, and the staining method (ANOVA, p<0.05). All of detergency was low and removal of India ink was difficult. When the kind of India ink compared the detergency, the detergency of the soiled fabrics with solid India ink was significantly higher (p< 0.05). The detergency of whole or spot staining fabric changed with the kind of a fiber or India ink. NaClO reduces function of protection colloid of a soot particle. It is thought that dispersing agent and surfactant are removing the soot particle from fabric.</p>

    DOI: 10.11419/senshoshi.54.2_180

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  • New Scientific Teaching Method on Laundry in Home Economics Class Junior High School : Application of Surface Tension Measurement for Understanding Functions of Detergents Reviewed

    SHINOHARA Yoko

    International Journal of Curriculum Development and Practice   14 ( 1 )   29 - 38   2012.3

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    Language:English   Publisher:JAPAN CURRICULUM RESEARCH AND DEVELOPMENT ASSOCIATION  

    The aim of this study is to develop a class for clothing management in the Junior High School Home Economics. Students acquire a scientific concept of laundry by this study of clothing management. An experiment to evaluate detergents was developed and practiced for this class. Students' experiment work sheets were analyzed. All students could confirm that when the surface tension decreased, it was one of the functions of the detergent. The surface tension was measured by using a variety of detergents and the hardness of water. The results were evaluated by comparing the numerical values of the properties of the detergent solution. It was understood that the experiments introduced into the class was effective. The educational content related to the detergency is necessary for the following.

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  • Development of the Home Economics Curriculum Based on the ESD (I) : Development of the experiment concerning heat transfer characteristics of a variety of fabrics for the elementary school Home Economics Class Reviewed

    SHINOHARA Yoko, KUBO Saori, NOBUKIYO Akiko, SATO Sono

    The Bulletin of Japanese Curriculum Research and Development   34 ( 4 )   9 - 18   2012

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    Language:Japanese   Publisher:Japan Curriculum Research and Development Association  

    In 2006, the Central Council for Education published a report that proposed the direction for which the school education in our country should develop. It suggested that the enhancement of ESD (Education for Sustainable Development) was required as a social mission for the school education. Furthermore, the Home Economics Curriculum was called upon to improve and to enhance the area concerning the "establishment of a lifestyle that considers the resources and the environment" in line with ESD principles. This paper on ESD in the Home Economics Curriculum begins its examination with this aim and its principles on this subject. This resulted in "a more scientific decision making process of problem solving to be used to examine the way in which we could lead life in relation to the self and the environment based upon the theories and principles clarified by the field of research in home economics". This was the basis for our curriculum. This paper, the topic of Home Economics Clothes Lifestyle, an elementary school course (2008 versions), was analyzed from this viewpoint. Results show a problem was found particularly with the topic "A Comfortable Way to Put on Clothes". Therefore, the experiment to which the theory and law were able to be acquired by a scientific method was found to be a part of the methodology of the clothes science curriculum. Furthermore, a new curriculum was developed. The principle of "A Warm and Cool Way to Put on Clothes" was shown. In addition, the characteristic and the method of wearing requested clothes were shown from the aspect of clothes science. Among these, neither study method nor knowledge was shown about the hue of the clothes in the study in the elementary school. Then, the experiment that examined the heat absorption ability of clothes when the hue was different was developed for classes in the elementary schools. In the experiment, simple teaching materials were used. The experiment used the following pieces of colored felt: black, white, gray, blue, green, yellow and red. Three places were chosen to measure the color hues in a sunny place, a shady place, and indoors. Measurements from two seasons - summer and winter - were taken as well. The heat absorption was different depending on the hue. The heat absorption for black and green felts were greater, and for white and yellow, less. On the other hand, in shady places and indoors, no difference was found between the colors. It was shown that the hue of clothes was a critical factor when wearing them in direct sunshine. As for the developed experiment, the principle was clean In this experiment, the difference of the heat absorption of the clothes color can be clarified.

    DOI: 10.18993/jcrdajp.34.4_9

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  • A Preliminary Research to Develop a Secondary School Home Economics Curriculum, which Aims to Integrate Academic Subjects, Curriculum and Teacher Training : From the Viewpoint of "Creating a Bridge between Academic Subjects and their Subject Specialty" to Establish a New Subject for Teacher Training Reviewed

    SATO Sono, SHINOHARA Yoko

    The Bulletin of Japanese Curriculum Research and Development   35 ( 2 )   19 - 30   2012

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    A teacher with 'practical leadership skills' is important in school education today. Central to this skill is the school curriculum's lesson. However, the present teacher-training programs neglectfully disregard this when it should be guaranteed as part of university program system. In order to establish this, a foundation of this problem needs to be established from this area of investigation, which develops a bridge between education subject and the subject of specialty, and uses education practice as its core. In 2006, the Okayama University Department of Education identified and reformed its core curriculum, which uses the concept 'Action Research' as a solution to this problem. From junior high school subject area was a request for the reorganization of the following: Subject I (content theory) ? Subject II (introduction) ? Subject III (development of content) ? Subject IV (specialties) as contents for its subject matter. In this report, the Home Economics Education Course used problem solving to examine 'the decrease in student's scholastic abilities' and 'Home Economics course teacher employment test'. These two areas produced the foundation of the core curriculum. As a result, the home economics curriculum was constructed and implemented in teacher training. The fundamental problems were analyzed from the above mentioned above viewpoint. The creation of the teacher training Home Economics curriculum raises the practical leadership skills of the subjects which fulfilled the purpose of their education. The consideration of the contents study of the subjects as a connecting domain was achieved. In the Home Economics Education Course, a solution of two problems mentioned above was worked on the following order: 1) investigation of the cause of the problem; 2) conversion of the view of a 'teacher training curriculum' and 'teacher training'; 3) 'teacher image that wants to be promoted' and 'difference between subject specialty and subject content study'; 5) 'the epistemological definition of a subject, and the systematic structure of contents study'; 6) structure of the teacher training Home Economics curriculum, which aims at integrating the subject education, the contents of subject, and practical teaching; and 7) construction of Home Economics "Contents theory" and "Contents development". Consequently, the "subject content study" as an "area of investigation which creates bridges" was constructed.

    DOI: 10.18993/jcrdajp.35.2_19

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  • Potential Use of Recycling of Recovered Nonionic Surfactants Reviewed

    SHINOHARA Yoko, SUGIHARA Reiko

    Journal of Japan Society on Water Environment   34 ( 12 )   191 - 195   2011

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    Language:Japanese   Publisher:Japan Society on Water Environment  

    The aim of this study is to survey damage reduction of in an aqueous environment using nonionic surfactants and to develop a resourceful system that recovers and recycles. In previous papers, it was reported that a nonionic surfactant in solution can be removed and recovered using a suction filtration packing soil system. In this study, the recovered nonionic surfactant was separated from the alcohol component of the extract, and examined for possible recycling. The result showed that NP10, NP15, and NP20 could be separated from alcohol using an evaporator. The structure of the separated nonionic surfactant showed no change, as determined from the result of NMR analysis. The performance parameters related to detergency, namely, surface tension, osmotic force, critical micelle concentration, dispersion force, and emulsion stability, were examined for the nonionic surfactant. Although a part of surface tension, osmotic force, and the dispersion force had the significant difference as compared with the intact surfactants, these were maintained of the nonionic surfactant even after separating it from alcohol. From these results, it is clear that, if restricted for this model system, recovered nonionic surfactants can be recyclable.

    DOI: 10.2965/jswe.34.191

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  • Determination of the Available Chlorine Concentration in Bleach by Using Cobalt Oxide as a Catalyst Reviewed

    SHINOHARA Yoko

    JOURNAL of the JAPAN RESEARCH ASSOCIATION for TEXTILE END-USES   52 ( 6 )   376 - 380   2011

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    Language:Japanese   Publisher:The Japan Research Association for Textile End-Uses  

    <p>The bleach continues to resolve its component over the lapse of time and the potency decreases. If the amount of chlorine was determined before use, bleach was considered to be convenient. Next, the amount of oxygen was generated by resolving sodium hypochlorite and was measured by using cobalt oxide as a catalyst. A proportional relationship was observed between the amount of oxygen V(mmol) and the available chlorine concentration H (%). The linear equation shown by V=6.40H + 0.03 was obtained (correlation coefficient of 0.999 and minimum limit of determination of 2.8&times;10-2 mmol). The reliability of measurements was 0.112&plusmn;0.002% (mean&plusmn;SD, n=3), 0.018 (coefficient of variation), and 0.001% (standard error). The concentration of the available commercial chlorine was determined by using this equation as a calibration curve. When the bottle was opened, it was determined that 5.2% of the available concentration of chlorine was lost. The reaction mechanism of this experiment to use the cobalt oxide for the catalyst was examined. The results corresponded positively to the measured data and theoretical formula. Finally, it was concluded that this decision to use these amounts of concentrations was effective.</p>

    DOI: 10.11419/senshoshi.52.6_376

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  • Basic Study on Removal and Recovery of Nonionic Surfactants Using Soil - Recovery of Nonionic Surfactants Using Alcohol through a Suction Filtration Packing Soil System - Reviewed

    SHINOHARA Yoko, SUGIHARA Reiko, YAMASHITA Shinsuke

    Journal of Japan Society on Water Environment   33 ( 12 )   193 - 199   2010

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    Language:Japanese   Publisher:Japan Society on Water Environment  

    In a previous study, it was determined that nonionic surfactants could be removed from wastewater using the typical soil. In this report, the recovery of nonionic surfactants was examined with the purpose of reusing the removed surfactants. It was found that a packed bed of soil employed with the nonionic surfactants and the use of alcohol as the recovery agent was most effective. In the case of polyoxyethylenenonylphenylether NP10 (50 ppm), 50 vol% i-PrOH was found to be the most effective for the recovery process. This resulted in a recovery rate of 100%. The following recovery rate was recorded in descending order of i-PrOH>t-BuOH>n-PrOH, EtOH>MeOH. Also, the maximum recovery value resulted between each of the 5 alcohol concentration and their respective recovery rates. The recovery rate of the nonionic surfactants of a low concentration was decreased. In addition, the recovery rate of nonionic surfactants decreased as the mole numbers of the added ethyleneoxide units increased for the nonionic surfactants NP10, NP15 and NP20.

    DOI: 10.2965/jswe.33.193

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  • Basic Study on Removal and Recovery of Nonionic Surfactants Using Soil : Removal by Suction Filtration Through a Packing Soil Reviewed

    SHINOHARA Yoko, SUGIHARA Reiko, YAMASHITA Shinsuke

    Journal of Japan Society on Water Environment   31 ( 7 )   383 - 387   2008.7

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    Language:Japanese   Publisher:Japan Society on Water Environment  

    The ability of a typical soil to remove nonionic surfactants from wastewater was investigated. A packed bed using the above soil, with suction filtering of Polyoxyethylenenonylphenylether (NP10,15,20) solution through the packed bed, was prepared. We found that the removal efficiency decreased as the concentration of the NP10 solution is increased and that the Freundlich equation could be used to describe the relationship between the concentration and the removal efficiency in the concentration range of 20-200 ppm. In addition, the removal efficiency tended to decrease as the mole number of added ethyleneoxide (EO) units is increased. This method was found to have a high removal efficiency with regard to wastewater including these solutions of such low concentration that would be discharged into the environment.

    DOI: 10.2965/jswe.31.383

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  • Quantitative Determination of Nonionic Surfactants by Using a Handmade Heating Turbidimeter Reviewed

    SHINOHARA Yoko, SHUGIHARA Reiko, YAMASHITA Shinsuke

    Journal of the Japan Research Association for Textile End-Uses   46 ( 8 )   503 - 508   2005

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    Language:Japanese   Publisher:The Japan Research Association for Textile End-Uses  

    Recently, non-ionic surfactants are widely used as home detergents. It is desired to develop a simple measurement method for evaluating the remaining non-ionic surfactants in the laundry, the effect of rinsing in the wash, and the behaviour of non-ionic surfactants in the drainage. In this study, a new quantitative determination method for evaluating the POE type of non-ionic surfactants is proposed The method utilizes a handmade heating turbidimeter which measures the tubidity relating to its temperature change. The effectiveness of the proposed quantitative determination method is verified by comparing with conventional UV and ELISA methods.

    DOI: 10.11419/senshoshi1960.46.503

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  • Trial Production of a Simple Colorimeter and it's Application to Homemaking Studies Reviewed

    SUGIHARA Reiko, SHINOHARA Yoko

    Journal of Science Education in Japan   29 ( 1 )   39 - 45   2005

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    It is often required to compare the depth of colors of solid matters in homemaking studies. The colorimeter is widely used, but it is difficult to use it in school education for financial reasons. So, usually a visual comparison is made and the results are recorded subjectively. Because of the reasons mentioned above, a trial production of a simple colorimeter was attempted. Also, we studied the relation of the concentration of detergent to detergency, and the concentration of bleaching agent to bleaching efficiency; we also researched how to prevent cut ends of apples from browning, using the trial apparatus. As a result of these studies, a close agreement between experimental results measured by this trial colorimeter and results measured by the colorimeter on sale were obtained. The availability of the trial colorimeter was thus confirmed.

    DOI: 10.14935/jssej.29.39

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  • 学生の主体的な学習を支援する「プリント柄」教材の作成と授業実践

    福井 典代, 篠原 陽子

    鳴門教育大学授業実践研究 : 学部の授業改善をめざして   4   61 - 65   2005

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  • 「初等家庭科教育論」における実践的な活動を取り入れた授業の試み : 模擬授業での相互評価を中心として

    福井 典代, 篠原 陽子, 村上 陽子, 鳥井 葉子

    鳴門教育大学授業実践研究 : 学部の授業改善をめざして   3   51 - 55   2004

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  • 家庭科における数量的な判断能力を育成するための実験教材の開発と実践 : 「初等家庭科教育論」への実験教材の導入の試み

    篠原 陽子, 村上 陽子, 福井 典代

    鳴門教育大学授業実践研究 : 学部の授業改善をめざして   2   133 - 140   2003

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  • Trial Preparation of a Heating Turbidimeter and its Versatile Application Reviewed

    SHINOHARA Yoko, SUGIHARA Reiko, YAMASHITA Shinsuke

    Journal of Science Education in Japan   27 ( 3 )   171 - 178   2003

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    In order to improve science literacy, the present authors have been developing several kinds of teaching materials in the field of home economics education. One such recent example is a new type of turbidimeter, which consists of a solar cell and a light emitting diode furnished with a cooling function. By using this material, they attempts to determine the gelatinizing temperature of starch and the value of cloud point of nonionic surfactants. These figures stand very close results with those reported in the previous empirical studies. Finally, they present several teaching examples in a classroom context in which this turbidimeter will be employed.

    DOI: 10.14935/jssej.27.171

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  • Volumetric Analysis of Effective Component of Chlorine Bleaching Agents Using Trial Gas-Buret Reviewed

    Yoko SHINOHARA, Yasuharu FUJIWARA, Shinsuke YAMASHITA

    Journal of Home Economics of Japan   52 ( 2 )   161 - 166   2001

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    Language:Japanese   Publisher:The Japan Society of Home Economics  

    The hosehold bleaching agent, sodium hypochlorite, has been employed for bleaching, sterilization of drains and toilets, and cleaning sinks. For safe and effective use, particular attention should be given to the concentration of the agent, because the available concentration often decreases easily. According to the Japanese Industrial Standard, the concentration of sodium hypochlorite is determined titrimetrically with sodium thiosulfate and represented by the "concentration of available chlorine H." Titrimetric methods have required a variety of agents and have been accompanied by a difficulty in detecting the end-point of the titration. In this study, a method for measuring the available concentration was developed through the volumetric analysis of oxygen gas produced from the reaction when sodium hypochlorite and hydrogen peroxide are mixed. The method offered much saving in time, cost, and complexity. An analysis of the relationship between the amount of the oxygen gas and the concentration of available chlorine H by the JIS method showed a correlation of 0.998, indicating that this method is very useful for measuring the concentration of sodium hypochlorite in solutions. This method should enable the apparent rate constant of the reaction to be determined when the amount of the produced oxygen gas is measured at regular time intervals.

    DOI: 10.11428/jhej1987.52.161

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    Other Link: http://dl.ndl.go.jp/info:ndljp/pid/10582515

  • Practical Lesson to Enhance Students' Understanding of Daily Necessities from a Scientific Viewpoint Reviewed

    FUKUI Michiyo, URAKI Kuniko, TAKAGI Sachiko, SHINOHARA Yoko, FUJIWARA Yasuharu

    Journal of Science Education in Japan   25(2),108-116 ( 2 )   108 - 116   2001

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    In order to create an awareness in school of the association between science and technology with daily life, daily necessities were employed as learning subjects. This study created such an awareness in high school students by using disposable diapers as an example of a daily necessity. In this lesson, each student was first asked to indicate a preference for either hydrophilic or hydrophobic lining for the diaper, and then to prepare two diapers using hydrophilic or hydrophobic lining,water-absorbent padding and backing.A Iarge percentage of studentsexpressed the common assumption that since hydrophilic materials were suitable for fabrics contacting the skin they were also suitable for the lining of diapers. However, after a measured quantity of water was poured onto the two diapers and the two linings were compared by touch, the students recognised their misconception. They also observed that the water absorption rate of commercial diapers was much faster than those of their own making, illustrating the absorption mechanism. Thus they learned that many aspects of science and technology taught in school, such as capillary action and super absorbent polymer to soak up large amounts of water, were employed in the production of disposable diapers which they had formerly regarded simply as paper and cotton pulp. This research should enable us to recognize the need to adopt as learning subjects objects in the daily livers of the learners.

    DOI: 10.14935/jssej.25.108

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  • Volumetric Analysis of Sodium Carbonate Existing in Commercial Detergents by Using Trial Gas-Buret-An Approach toward Integrated Studies- Reviewed

    SHINOHARA Yoko, TOKORO Yasuko, YAMASHITA Shinsuke, FUJIWARA Yasuharu

    Journal of Science Education in Japan   24 ( 2 )   106 - 113   2000

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    The object of this study is the development and/or application of teaching materials to support integrated study from the standpoint of natural science.A trial gas-buret was used for volumetric analysis of carbon dioxide formed as a reaction product of sodium carbonate and a large excess of hydrochloric acid.From the results of this teaching material, the following three evidences were confirmed;(1)The volume of carbon dioxide is strictly proportional to the weight of sodium carbonate, and a calibration curve on each compound is easily obtained.(2)Molecular weight of sodium carbonate(105.0)obtained from a slope of a calibration curve is in fair agreement with that of the calculated value(105.99).(3)In six kinds of weak alescent synthetic detergents and four kinds of soaps, the content of sodium carbonate were determined.In detergents, the content of sodium carbonate were shown to be in the range of 8.16-39.3 Wt%, while in soaps it was in the range of 2.15-33.3 Wt%.That is to say, the ratio of surfactants/carbonate in these samples were not constant.It may be concluded that a trial gas-buret could be used, as teaching material, not only for acquiring of basic knowlege but also for creating and improving applications in daily life.

    DOI: 10.14935/jssej.24.106

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Books

  • コロナ禍における家庭科の授業

    佐藤園,篠原陽子(岡山大学における初等家庭科授業研究・内容研究の実践と「教科内容構成力」の育成-コロナ禍におけるオンデマンド授業の実践と評価-)

    日本家庭科教育学会中国地区  2023.4 

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  • 教育科学を考える

    小川, 容子, 松多, 信尚, 清田, 哲男(第7章 第4節 衣生活の創造と教育科学)

    岡山大学出版会  2023.3  ( ISBN:9784904228777

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  • 学びを広げる教科の架け橋 : 教科架橋型教科教育実践学の構築

    菊地, 章, 兵庫教育大学大学院連合学校教育学研究科, 兵庫教育大学大学院連合学校教育学研究科共同研究プロジェクト(W)研究グループ

    九州大学出版会  2021.2  ( ISBN:9784798502984

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MISC

  • Practice and examination of the Elementary home economics "lesson research" and "contents research" , and development of the "school subject contents organization":The trial of the contents construction of a lesson which aims at integration of "curriculum research and development education" and the "school subject content education" in the primary teacher training education

    SATO Sono, SHONOHARA Yoko

    Research abstracts on the annual meeting, regular meeting and seminar of the Japan Association of Home Economics Education   61   48 - 48   2018

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    Language:Japanese   Publisher:The Japan Association of Home Economics Education  

    DOI: 10.11549/jhee.61.0_48

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  • Development of "Academic ability of contents organization and lesson composition of a subject " in a teacher training home economics course curriculum:Practice and examination of "the contents theory of a middle home economics course", and a "clothes life theory" in the department of education, Okayama University in the 2016 fiscal year

    SATO Sono, SHINOHARA Yoko

    Research abstracts on the annual meeting, regular meeting and seminar of the Japan Association of Home Economics Education   60   82 - 82   2017

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    Language:Japanese   Publisher:The Japan Association of Home Economics Education  

    DOI: 10.11549/jhee.60.0_82

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  • Development of the experimental teaching materials for elementary school:– Testing methods for water vapor permeability of clothes -

    Shinohara Yoko

    Research abstracts on the annual meeting, regular meeting and seminar of the Japan Association of Home Economics Education   56   81 - 81   2013

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    Language:Japanese   Publisher:The Japan Association of Home Economics Education  

    DOI: 10.11549/jhee.56.0.81.0

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  • 家庭科教育における試作実験教材導入の試み--表面反射率計の試作と活用

    杉原 黎子, 篠原 陽子

    家庭科教育   77 ( 12 )   61 - 65   2003.12

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  • 日常の生活事象に対する判断力の育成をめざした教材の開発-洗たくに用いる洗剤の選定-(共著)

    日本科学教育学会第24回年会論文集   315 - 316   2000

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  • Development of a Teaching Materials to Deepen Students' Scientific Understanding of Everyday Subjects-Planning Decisions of Detergent for Laundry-

    315 - 316   2000

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  • 自作ガスビュレットを用いた塩素系漂白剤の発生酸素の定量(共著)

    篠原陽子

    日本科学教育学会研究会研究報告   12 ( 3 )   1 - 6   1998

  • Volumetric analysis of oxygen gas produced from commercial bleaching agents using trial gas-buret

    12 ( 3 )   1 - 6   1998

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Presentations

  • 持続可能な衣生活のための被服管理―環境負荷低減意向別洗濯行動の分析―

    篠原陽子

    日本教科教育学会第49回大会  2023.10.7 

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  • 持続可能な衣生活のための被服管理-学生の環境意識と衣生活の実態-

    篠原陽子

    日本繊維製品消費科学会2023年度大会  2023.6.24 

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  • 創造性の涵養を志向した教科横断型授業の開発

    稲田佳彦,篠原陽子

    日本教育工学会  2023.3.25 

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    Presentation type:Oral presentation (general)  

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  • 持続可能な衣生活における被服管理―環境負荷低減意向別洗濯用洗剤の選定結果―

    篠原陽子

    日本教科教育学会第48回大会  2022.10.9 

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  • Sustainable clothing care: Laundry detergent selection by university students Invited

    Yoko SHINOHARA

    International Federation for Home Economics,XXIV WORLD CONGRESS  2022.9.7 

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  • 繋がり-心理的アプローチによるプロジェクト学習の実践-

    小畑千晴, 篠原陽子

    日本繊維製品消費科学会2022年度大会  2022.6.25 

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Research Projects

  • 持続可能な衣生活の構築にかかわる実践的研究

    Grant number:21K02604  2021.04 - 2026.03

    日本学術振興会  科学研究費助成事業 基盤研究(C)  基盤研究(C)

    篠原 陽子

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    Grant amount:\910000 ( Direct expense: \700000 、 Indirect expense:\210000 )

    本研究は,持続可能な衣生活を構築するために,被服学(家政学)の視点から,生活者の衣生活と関連する持続可能な開発目標(SDGs)を整理し,衣生活における今日的課題の解決をめざすとともに,その成果をもとに,子どもたちの持続可能な生活を実現するために,小・中・高等学校家庭科衣生活領域のESD教育内容を開発する実践的研究である.本研究は次の4段階で進める.1. 生活者の衣生活(被服行動)にかかわる持続可能な開発目標(SDGs)を整理する.2. 1を基に持続可能な衣生活の実践に向けた衣生活管理シートを開発・実践する.3. 1,2を踏まえた小中高等学校家庭科衣生活領域のESD教育内容を開発する.4. 研究全体を総括し,課題や限界を整理する.
    研究初年度の2021年度は,研究計画に従い,①被服学の国内外の学術書・学術雑誌,関連する資料を調査・収集した.②収集した資料を整理し,質的データ分析の手法によりまとめた.③関連する研究動向を把握するために日本教科教育学会第47大会(オンライン開催)に参加して資料を収集すると共に,ここまでの成果「持続可能な衣生活における被服管理―洗濯にかかわる環境負荷認識とAHPによる洗剤の選定―」を発表した.また,SDGsを達成するためのESDについて,家庭科と他の教科との架橋の在り方について考察し,「学びを広げる教科の架け橋 教科架橋型教科教育実践学の構築 第8章 家政教育の視点から見た教科架橋型教科教育実践学」兵庫教育大学大学院連合学校教育学研究科共同研究プロジェクト(W)研究グループ,九州大学出版会(2021年)を分担執筆した.初年度の研究により,家庭科におけるSDGs・ESDについて基礎データを蓄積することができた.

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  • 米国環境教育スタンダードを基盤とするESDを視点とした家庭科カリキュラム開発研究

    Grant number:17K04788  2017.04 - 2022.03

    日本学術振興会  科学研究費助成事業 基盤研究(C)  基盤研究(C)

    佐藤 園, 篠原 陽子

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    Grant amount:\4550000 ( Direct expense: \3500000 、 Indirect expense:\1050000 )

    本研究は、我が国の教育改革で学校・教科教育に求められたカリキュラム編成・授業構成の課題を解決する示唆を得るために、①環境教育先進国と言われる米国で開発された環境教育・ESDのプログラム・指導資料等の収集・分析から、我が国の家庭科に導入可能な方法論を析出し、②その方法論に基づき、米国環境教育Standardsを基盤とした系統性・体系と我が国の新学習指導要領に示された教育内容との整合性を持つ「衣生活学習のカリキュラムと教授書による授業」を開発し、③小・中・高等学校の家庭科授業実践による有効性の検証を通して、④家庭科独自の見方・考え方の獲得を目指す「ESDを視点とした小・中・高等学校家庭科衣生活学習のカリキュラム・授業」開発とその方法論の探求を目的とする。
    研究3年目となる本年度は、計画に従い、平成29・30年度の研究成果を2020年8月に米国で開催される国際家政学会で発表するための要旨作成・エントリーを行い、採択された。また、平成24~28年度科学研究費を得て開発した大学の教養教育科目「ESDを視点とした授業科目(生活と環境)」の成果を、岡山大学で開催されたESD国際会議でポスター発表した。さらに、これまで科学研究費を得て行ってきた家庭科教育内容開発研究に関して、愛知県で開催された第2回教科教育国際会議でシンポジストとして報告した。
    昨年度開発した小学校の授業を、2020年3月に岡山県の公立小学校で実践する計画であったが、新型コロナウイルスによる休校措置により、授業を行うことができなかった。また、3月にドイツで開催予定であった国際家政学会リーダーズミーティングに参加し、研究に必要な資料等を収集する予定にしていたが、新型コロナウイルスにより海外渡航が難しく、参加を見送った。

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  • Study of Clothing Sustainability

    Grant number:15K04438  2015.04 - 2020.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)  Grant-in-Aid for Scientific Research (C)

    SHINOHARA YOKO

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    Grant amount:\1170000 ( Direct expense: \900000 、 Indirect expense:\270000 )

    (1) Education for Sustainable Development (ESD) Home Economics Clothing Life Area Education Content Development Research: Clarifying the relationship between clothing life and the environment, "understanding the water environment and environment-friendly clothing life" and "understanding environment and climate change" I have developed an educational content about "and clothing that is environmentally friendly". I was able to propose educational contents that enable decision making from a sustainability and scientific perspective.
    (2) SDGs and Clothing studies: As a contemporary issue in clothing life, I thought that LCA's way of thinking is necessary for consumers to create a sustainable clothing life, and developed an LCI worksheet for students. Students were aware of the need to manage their own clothing life and recognized the need for LCI. The effectiveness of LCA on the clothing life of consumers was confirmed.

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  • Educational contents development about the home economics environmental education which made ESD by analysis of the U.S. standards the viewpoint

    Grant number:24531132  2012.04 - 2017.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (C)

    SATO Sono, KOSHIMUNE Kumiko, OZAKI Shiori, MATSUMOTO Yoshiko, HARADA Shogo, HIRATA Michiko, NOBUKIYO Akiko, NISHI Kouko, WATANABE Yukiko, SUYAMA Sachiyo, OJIMA Megumi

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    Grant amount:\5200000 ( Direct expense: \4000000 、 Indirect expense:\1200000 )

    In this research, we conducted collection and analysis of "the U.S. environmental education and National Standards of a homemaking course" which were developed in 1980 and afterwards, and various home economics Curriculum Standards of each state created based on it. And we searched for the following two theories from the analys ; the pursuit of the theory of environmental education with the consistent system, the pursuit of the theory for building positioning of "the contents and practice of the environmental education of a home economics " in the system. Furthermore, we performed the educational contents and lesson research and development of the home economics which makes a viewpoint ESD which embodies it.

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  • ESD class development centering on the water environment and sustainable clothes life in Home Economics

    Grant number:23730835  2011 - 2012

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)  Grant-in-Aid for Young Scientists (B)

    SHINOHARA Yoko

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    Grant amount:\910000 ( Direct expense: \700000 、 Indirect expense:\210000 )

    The class of the sustainable clothes life was developed in home economics for junior high school and high school. It is the ESD class for a clothes life and water environment. The class grasps an environmental impact using actual condition data. They understand the meaning of the amount of the detergent using scientifically. Students understand the environmental impacts by their clothes life objective. Students study the life considered resource and environment. This time, the educational contents for itwere constituted. Practice and its evaluation of a class are a future problem.

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  • 生活排水中の界面活性剤の除去に関する教材開発

    2005 - 2006

    科学研究費補助金 

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    Grant type:Competitive

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  • 非イオン界面活性剤の簡易定量法の開発と除去に関する研究

    2004 - 2005

    その他の研究制度 

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  • Individual Differences in Evaluations of Kansei Quality

    Grant number:12680108  2000 - 2001

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (C)

    FUJIWARA Yasuharu, SHINOHARA Yoko, FUKUI Michiyo

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    Grant amount:\1500000 ( Direct expense: \1500000 )

    The objective of this study is to estimate the individual differences in evaluations of fit in clothing, that is, how clothing conformed to the shape of the body. Variations of finished bust measurements of ready-to-wear garments were founded in size descriptions at the mail order catalogs. The average values and the standard deviations of the finished bust measurements for one-piece dresses with size designation 9AR were 91.8 cm and 2.5 cm respectively ; for shirts 94.9 cm and 3.7 cm ; for jackets 94.9 cm and 2.6 cm, for sweaters with size designation M were 84.3 cm and 5.9 cm ; for T-shirts 85.3 cm and 5.5 cm ; for training wears 94.5 cm and 8.0 cm. These showed a great variety of sizing systems used by different manufactures.
    Also ease was evaluated defined as the difference between the bust girths of female college students and finished bust measurements of blouse, sweater, pull-over, training wear, and polo-shirts perceived as fitting. The amount of ease of the clothes, depending on the styles, were found to be associated with individuals. The individuals favoring small ease allotment garments perceived those as fitting.
    Most frequent dissatisfactions with the size information labels in other survey were "Variation in size by different manufacturers". The dissatisfactions and the results mentioned above suggested that the opportunity was needed to enhance consumers' practical skills involving apparel fit and accuracy in size selection.

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  • 学校教育現場で活用できる実験教材の開発

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Class subject in charge

  • Clothing in ESD and SDGs (2023academic year) special  - その他

  • Exercise in Sustainable Fashion 1 (2023academic year) special  - その他

  • Exercise in Sustainable Fashion 2 (2023academic year) special  - その他

  • Secondary Education Home Economics Content ConstructionⅢ(Content DevelopmentⅠ) (2023academic year) Fourth semester  - 月3~4

  • Secondary Education Home Economics Content ConstructionⅣ(Content DevelopmentⅡ) (2023academic year) Fourth semester  - 月5~6

  • Secondary Education Home Economics Content Structure Basic (2023academic year) 1st and 2nd semester  - 水3~4

  • Environment・Consumption・Housing Ⅰ (2023academic year) 3rd and 4th semester  - 水1~2

  • Clothing Life Ⅰ (2023academic year) 3rd and 4th semester  - 火1~2

  • Clothing Science Ⅰ (2023academic year) 1st semester  - 金5~6

  • Clothing Science Ⅱ (2023academic year) Second semester  - 金5~6

  • Introduction to Clothing Science Ⅰ (2023academic year) 1st semester  - 金5~6

  • Introduction to Clothing Science Ⅱ (2023academic year) Second semester  - 金5~6

  • Seminar in Clothing Science AⅠ (2023academic year) 1st semester  - 月5~6

  • Seminar in Clothing Science AⅡ (2023academic year) Second semester  - その他

  • Seminar in Clothing Science BⅠ (2023academic year) Third semester  - 木1~2

  • Seminar in Clothing Science BⅡ (2023academic year) Fourth semester  - 木1~2

  • Clothing Science AⅠ (2023academic year) 1st semester  - 木3~4

  • Clothing Science AⅡ (2023academic year) Second semester  - 木3~4

  • Clothing Science BⅠ (2023academic year) Third semester  - 水3~4

  • Clothing Science BⅡ (2023academic year) Fourth semester  - 水3~4

  • Clothing Science CⅠ (2023academic year) Third semester  - 木5~6

  • Clothing Science CⅡ (2023academic year) Fourth semester  - 木5~6

  • Primary Education Home Economics Education Basic Content (2023academic year) 1st semester  - 火5~6

  • Primary Education Home Economics Education Basic Content (2023academic year) Second semester  - 火5~6

  • Primary Education Home Economics Content Construction (2023academic year) 1st semester  - 木5~6

  • Primary Education Home Economics Content Teaching (2023academic year) 1st semester  - 火5~6

  • Primary Education Home Economics Content Teaching (2023academic year) Second semester  - 火5~6

  • Home Economics Exercise (2023academic year) 1st-4th semester  - その他

  • Design for Interdisciplinary Learning (ESD) (2023academic year) Summer concentration  - その他

  • Seminar in Teaching Profession Practice (Secondary school) (2023academic year) 1st-4th semester  - 水7~8

  • Seminar in Teaching Profession Practice (Elementary school) (2023academic year) 1st-4th semester  - 水7~8

  • Special Experiment in Educational Science(Clothing Science A) (2023academic year) Third semester  - 木5,木6,木7,木8

  • Special Experiment in Educational Science(Clothing Science B) (2023academic year) Fourth semester  - 木5,木6,木7,木8

  • Special Studies in Educational Science(Clothing Science IA) (2023academic year) 1st semester  - 木7,木8

  • Special Studies in Educational Science(Clothing Science IB) (2023academic year) Second semester  - 木7,木8

  • Special Studies in Educational Science(Clothing Science IIA) (2023academic year) Third semester  - 木5,木6

  • Special Studies in Educational Science(Clothing Science IIB) (2023academic year) Fourth semester  - 木5,木6

  • Project Research in Educational Science (2023academic year) 1st-4th semester  - その他

  • Creativity in Daily Life (2023academic year) Second semester  - 火3~4

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2023academic year) 1st semester  - 金5,金6

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅠ) (2022academic year) 1st semester  - 火5,火6

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅡ) (2022academic year) 1st semester  - 月7,月8

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅢ) (2022academic year) Third semester  - 木7,木8

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅣ) (2022academic year) Third semester  - 金5,金6

  • Secondary Education Home Economics Content ConstructionⅡ(Content TeachingⅤ) (2022academic year) Second semester  - 火5,火6

  • Secondary Education Home Economics Content ConstructionⅡ(Content TeachingⅥ) (2022academic year) Fourth semester  - 木7,木8

  • Secondary Education Home Economics Content ConstructionⅢ(Content DevelopmentⅠ) (2022academic year) Second semester  - 月7~8

  • Secondary Education Home Economics Content ConstructionⅣ(Content DevelopmentⅡ) (2022academic year) Fourth semester  - 火3~4

  • Clothing Science Ⅰ (2022academic year) Third semester  - 月7,月8

  • Clothing Science Ⅱ (2022academic year) Fourth semester  - 月7,月8

  • Seminar in Clothing Science AⅠ (2022academic year) 1st semester  - その他

  • Seminar in Clothing Science AⅡ (2022academic year) Second semester  - その他

  • Seminar in Clothing Science BⅠ (2022academic year) Third semester  - その他

  • Seminar in Clothing Science BⅡ (2022academic year) Fourth semester  - その他

  • Clothing Science AⅠ (2022academic year) Third semester  - 月3,月4

  • Clothing Science AⅡ (2022academic year) Fourth semester  - 月3,月4

  • Clothing Science BⅠ (2022academic year) 1st semester  - 月1,月2

  • Clothing Science BⅡ (2022academic year) Second semester  - 月1,月2

  • Clothing Science CⅠ (2022academic year) Third semester  - 水1,水2

  • Clothing Science CⅡ (2022academic year) Fourth semester  - 水1,水2

  • Theory and Practice of Cooking Ⅰ (2022academic year) Third semester  - 水5,水6,水7,水8

  • Theory and Practice of Cooking Ⅱ (2022academic year) Fourth semester  - 水5,水6,水7,水8

  • Food Science in Human Life I (2022academic year) Third semester  - その他

  • Primary Education Home Economics Content Construction (2022academic year) Fourth semester  - 金5~6

  • Content Studies in Home Economics for Elementary Education (1) (2022academic year) Second semester  - 木1~2

  • Content Studies in Home Economics for Elementary Education (2) (2022academic year) Second semester  - 木1~2

  • Content Studies in Home Economics for Elementary Education (2) (2022academic year) Third semester  - 木1~2

  • Primary Education Home Economics Content Teaching (2022academic year) Second semester  - 木1,木2

  • Primary Education Home Economics Content Teaching (2022academic year) Third semester  - 木1,木2

  • Home Economics Exercise (2022academic year) 1st-4th semester  - その他

  • Seminar in Teaching Profession Practice (Secondary school A) (2022academic year) 1st-4th semester  - 水7,水8

  • Seminar in Teaching Profession Practice (Secondary school) (2022academic year) 1st-4th semester  - 水7~8

  • Seminar in Teaching Profession Practice (Elementary school) (2022academic year) 1st-4th semester  - [第1学期]水7,水8, [第2学期]水7,水8, [第3学期]その他, [第4学期]その他

  • Seminar in Teaching Profession Practice (Elementary school) (2022academic year) 1st-4th semester  - 水7~8

  • Special Experiment in Educational Science(Clothing Science A) (2022academic year) Third semester  - 木5,木6,木7,木8

  • Special Experiment in Educational Science(Clothing Science B) (2022academic year) Fourth semester  - 木5,木6,木7,木8

  • Special Studies in Educational Science(Clothing Science IA) (2022academic year) 1st semester  - 木3,木4

  • Special Studies in Educational Science(Clothing Science IB) (2022academic year) Second semester  - 木3,木4

  • Special Studies in Educational Science(Clothing Science IIA) (2022academic year) Third semester  - 木5,木6

  • Special Studies in Educational Science(Clothing Science IIB) (2022academic year) Fourth semester  - 木5,木6

  • Project Research in Educational Science (2022academic year) 1st-4th semester  - その他

  • Creativity in Daily Life (2022academic year) Second semester  - 火3~4

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2022academic year) 1st semester  - 金5,金6

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅠ) (2021academic year) 1st semester  - 火5,火6

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅡ) (2021academic year) 1st semester  - 月7,月8

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅢ) (2021academic year) Third semester  - 木7,木8

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅣ) (2021academic year) Third semester  - 金5,金6

  • Secondary Education Home Economics Content ConstructionⅡ(Content TeachingⅤ) (2021academic year) Second semester  - 火5,火6

  • Secondary Education Home Economics Content ConstructionⅡ(Content TeachingⅥ) (2021academic year) Fourth semester  - 木7,木8

  • Secondary Education Home Economics Content ConstructionⅢ(Content DevelopmentⅠ) (2021academic year) Second semester  - 月7~8

  • Secondary Education Home Economics Content ConstructionⅣ(Content DevelopmentⅡ) (2021academic year) Fourth semester  - 火3~4

  • Clothing Science Ⅰ (2021academic year) Third semester  - 月7,月8

  • Clothing Science Ⅱ (2021academic year) Fourth semester  - 月7,月8

  • Seminar in Clothing Science AⅠ (2021academic year) 1st semester  - その他

  • Seminar in Clothing Science AⅡ (2021academic year) Second semester  - その他

  • Seminar in Clothing Science BⅠ (2021academic year) Third semester  - その他

  • Seminar in Clothing Science BⅡ (2021academic year) Fourth semester  - その他

  • Clothing Science AⅠ (2021academic year) Third semester  - 月3,月4

  • Clothing Science AⅡ (2021academic year) Fourth semester  - 月3,月4

  • Clothing Science BⅠ (2021academic year) 1st semester  - 月1,月2

  • Clothing Science BⅡ (2021academic year) Second semester  - 月1,月2

  • Clothing Science CⅠ (2021academic year) Third semester  - 水1,水2

  • Clothing Science CⅡ (2021academic year) Fourth semester  - 水1,水2

  • Studies in the Subject Matter of Home Econmics Education ・Clothing Science (1) (2021academic year) 1st semester  - 火5,火6

  • Studies in the Subject Matter of Home Econmics Education ・Clothing Science (2) (2021academic year) Second semester  - 火5,火6

  • Theory and Practice of Cooking Ⅰ (2021academic year) Third semester  - 水5,水6,水7,水8

  • Theory and Practice of Cooking Ⅱ (2021academic year) Fourth semester  - 水5,水6,水7,水8

  • Food Science in Human Life I (2021academic year) Third semester  - その他

  • Primary Education Home Economics Content Construction (2021academic year) Fourth semester  - 金5~6

  • Studies in the Subject Matter of Home Economics Education A (2021academic year) 2nd and 3rd semester  - [第2学期]木1~2, [第3学期]木3,木4

  • Studies in the Subject Matter of Home Economics Education A (2021academic year) 2nd and 3rd semester  - [第2学期]木1~2, [第3学期]木3,木4

  • Content Studies in Home Economics for Elementary Education (1) (2021academic year) Second semester  - 木1~2

  • Content Studies in Home Economics for Elementary Education (2) (2021academic year) Third semester  - その他

  • Primary Education Home Economics Content Teaching (2021academic year) Second semester  - 木1,木2

  • Primary Education Home Economics Content Teaching (2021academic year) Third semester  - 木1,木2

  • Studies in the Subject Matter of Home Econmics Education Clothing Science (1) (2021academic year) Fourth semester  - 火1,火2

  • Studies in the Subject Matter of Home Econmics Education Clothing Science (2) (2021academic year) Fourth semester  - 火3,火4

  • Home Economics Exercise (2021academic year) 1st-4th semester  - その他

  • Seminar in Teaching Profession Practice (Secondary school A) (2021academic year) 1st-4th semester  - 水7,水8

  • Special Experiment in Educational Science(Clothing Science A) (2021academic year) Third semester  - 木5,木6,木7,木8

  • Special Experiment in Educational Science(Clothing Science B) (2021academic year) Fourth semester  - 木5,木6,木7,木8

  • Special Studies in Educational Science(Clothing Science IA) (2021academic year) 1st semester  - 木3,木4

  • Special Studies in Educational Science(Clothing Science IB) (2021academic year) Second semester  - 木3,木4

  • Special Studies in Educational Science(Clothing Science IIA) (2021academic year) Third semester  - 木5,木6

  • Special Studies in Educational Science(Clothing Science IIB) (2021academic year) Fourth semester  - 木5,木6

  • Project Research in Educational Science (2021academic year) 1st-4th semester  - その他

  • Clothing Science (1) (2021academic year) Third semester  - 月7,月8

  • Clothing Science (2) (2021academic year) Fourth semester  - 月7,月8

  • Clothing Science A (1) (2021academic year) Third semester  - 月3,月4

  • Clothing Science A (2) (2021academic year) Fourth semester  - 月3,月4

  • Clothing Science B (1) (2021academic year) 1st semester  - 月1,月2

  • Clothing Science B (2) (2021academic year) Second semester  - 月1,月2

  • Clothing Science C (1) (2021academic year) Third semester  - 水1,水2

  • Clothing Science C (2) (2021academic year) Fourth semester  - 水1,水2

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2021academic year) 1st semester  - 金5,金6

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅠ) (2020academic year) 1st semester  - 火5,火6

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅡ) (2020academic year) 1st semester  - 月7,月8

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅢ) (2020academic year) Third semester  - 木7,木8

  • Secondary Education Home Economics Content ConstructionⅠ(Content TeachingⅣ) (2020academic year) Third semester  - 金5,金6

  • Secondary Education Home Economics Content ConstructionⅡ(Content TeachingⅤ) (2020academic year) Second semester  - 火5,火6

  • Secondary Education Home Economics Content ConstructionⅡ(Content TeachingⅥ) (2020academic year) Fourth semester  - 木7,木8

  • Seminar in Life Science・Clothing life Ⅰ (2020academic year) 1st and 2nd semester  - その他

  • Seminar in Life Science・Clothing life Ⅱ (2020academic year) 1st and 2nd semester  - その他

  • Clothing Science Ⅰ (2020academic year) Third semester  - 月7,月8

  • Clothing Science Ⅱ (2020academic year) Fourth semester  - 月7,月8

  • Clothing Science AⅠ (2020academic year) Third semester  - 月3,月4

  • Clothing Science AⅡ (2020academic year) Fourth semester  - 月3,月4

  • Clothing Science BⅠ (2020academic year) 1st semester  - 月1,月2

  • Clothing Science BⅡ (2020academic year) Second semester  - 月1,月2

  • Clothing Science CⅠ (2020academic year) Third semester  - 水1,水2

  • Clothing Science CⅡ (2020academic year) Fourth semester  - 水1,水2

  • Studies in the Subject Matter of Home Econmics Education ・Clothing Science (1) (2020academic year) 1st semester  - 火5,火6

  • Studies in the Subject Matter of Home Econmics Education ・Clothing Science (2) (2020academic year) Second semester  - 火5,火6

  • Theory and Practice of Cooking Ⅰ (2020academic year) Third semester  - 水5,水6,水7,水8

  • Theory and Practice of Cooking Ⅱ (2020academic year) Fourth semester  - 水5,水6,水7,水8

  • Food Science in Human Life I (2020academic year) Third semester  - その他

  • Studies in the Subject Matter of Home Economics Education A (2020academic year) 1st and 2nd semester  - 木3,木4

  • Content Studies in Home Economics for Elementary Education (1) (2020academic year) 1st semester  - 木3,木4

  • Content Studies in Home Economics for Elementary Education (2) (2020academic year) Second semester  - 木3,木4

  • Primary Education Home Economics Content Teaching (2020academic year) Second semester  - 木1,木2

  • Primary Education Home Economics Content Teaching (2020academic year) Third semester  - 木1,木2

  • Studies in the Subject Matter of Home Econmics Education Clothing Science (1) (2020academic year) Fourth semester  - 火1,火2

  • Studies in the Subject Matter of Home Econmics Education Clothing Science (2) (2020academic year) Fourth semester  - 火3,火4

  • Home Economics Exercise (2020academic year) 1st-4th semester  - その他

  • Seminar in Teaching Profession Practice (Secondary school A) (2020academic year) 1st-4th semester  - 水7,水8

  • Special Experiment in Educational Science(Clothing Science A) (2020academic year) Third semester  - 木5,木6,木7,木8

  • Special Experiment in Educational Science(Clothing Science B) (2020academic year) Fourth semester  - 木5,木6,木7,木8

  • Special Studies in Educational Science(Clothing Science IA) (2020academic year) 1st semester  - 金3,金4

  • Special Studies in Educational Science(Clothing Science IB) (2020academic year) Second semester  - 金3,金4

  • Special Studies in Educational Science(Clothing Science IIA) (2020academic year) Third semester  - 金3,金4

  • Special Studies in Educational Science(Clothing Science IIB) (2020academic year) Fourth semester  - 金3,金4

  • Project Research in Educational Science (2020academic year) 1st-4th semester  - その他

  • Life Science Exercise (Clothing Science) (1) (2020academic year) Third semester  - その他

  • Life Science Exercise (Clothing Science) (1) (2020academic year) 1st and 2nd semester  - その他

  • Life Science Exercise (Clothing Science) (2) (2020academic year) 1st and 2nd semester  - その他

  • Life Science Exercise (Clothing Science) (2) (2020academic year) 3rd and 4th semester  - その他

  • Clothing Science (1) (2020academic year) Third semester  - 月7,月8

  • Clothing Science (2) (2020academic year) Fourth semester  - 月7,月8

  • Clothing Science A (1) (2020academic year) Third semester  - 月3,月4

  • Clothing Science A (2) (2020academic year) Fourth semester  - 月3,月4

  • Clothing Science B (1) (2020academic year) 1st semester  - 月1,月2

  • Clothing Science B (2) (2020academic year) Second semester  - 月1,月2

  • Clothing Science C (1) (2020academic year) Third semester  - 水1,水2

  • Clothing Science C (2) (2020academic year) Fourth semester  - 水1,水2

  • Coockery Science and Food Preparation (1) (2020academic year) Third semester  - 水5,水6,水7,水8

  • Coockery Science and Food Preparation (2) (2020academic year) Fourth semester  - 水5,水6,水7,水8

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