著者

長谷川 元洋 上野 顕子 新谷 洋介 清水 克博 榊原 博美

出版者

日本消費者教育学会

雑誌

消費者教育 (ISSN:13451855)

巻号頁・発行日

vol.42, pp.137-147, 2022 (Released:2022-10-13)

参考文献数

10

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The purpose of this study is to examine if the participant students' learning was accomplished as teacher training as well as consumer education when the consumer education lessons with the Question Formulation Technique (QFT), which is a type of active learning method with which students use questions that they formulate on their own, was practiced as a part of their teacher training course. The authors implemented those consumer education lessons with QFT into five student-teacher classes at the university level. By analyzing the data from the post-class questionnaires and the textual data of the students' impressions of the lessons, it was confirmed that the students were able to learn both teaching skills and consumer education skills.

著者

上野 顕子 長谷川 元洋 新谷 洋介

出版者

日本消費者教育学会

雑誌

消費者教育 (ISSN:13451855)

巻号頁・発行日

vol.34, pp.185-194, 2014 (Released:2021-05-01)

参考文献数

14

被引用文献数

1

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As cell phone and Internet users increase among junior and senior high schoolers, there has been a corresponding increase in problems with online shopping. Home economics education takes a main role of consumer education for those young people at school. Therefore, a text analysis was conducted of junior and senior high school home economics textbooks for online shopping. As a result, the online shopping content written in the textbooks is not offering enough skills and guidance to use online shopping safely. As necessary learning content is increasing, an agenda can be to gradually classify the content by school stages.

著者

長谷川 元洋 上野 顕子 新谷 洋介 清水 克博

出版者

日本消費者教育学会

雑誌

消費者教育 (ISSN:13451855)

巻号頁・発行日

vol.41, pp.123-133, 2021 (Released:2021-10-27)

参考文献数

11

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The purpose of this study was to develop a consumer education lesson which enables deep active learning in online classes. We constructed the lesson using a matrix for designing lessons to realize “deep learning”, which was to ensure the lesson quality in online classes. In addition, information tools were selected and combined so that the students were able to do group work in the online classes. We used the text mining system to analyze and compare papers submitted by students who attended in-person classes in 2019 to ones handed in by students who attended mainly online classes for the same course in 2020. As a result, it was confirmed that deep active learning could be realized even in the online classes.