Effectiveness of Practical Experiential Class for Inheriting and Creating Traditional Culture and Deeping Scientific Understanding of Life Using Miso as a Teaching Material in the Junior High School Home Economics Course“ Food Life”

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  • 中学校家庭科「食生活」分野における味噌を教材とした伝統文化の継承と創造および生活の科学的な理解を深めるための実践的・体験的な授業の効果
  • チュウガッコウ カテイカ 「 ショク セイカツ 」 ブンヤ ニ オケル ミソ オ キョウザイ ト シタ デントウ ブンカ ノ ケイショウ ト ソウゾウ オヨビ セイカツ ノ カガクテキ ナ リカイ オ フカメル タメ ノ ジッセンテキ ・ タイケンテキ ナ ジュギョウ ノ コウカ

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In accordance with the revision of the Courses of Study for Junior High School announced in 2017,“ inheritance and creation of lifestyle culture” is listed as a new goal for home economics, and lesson plans to“ enhance practical and experiential activities to deepen scientific understanding of life” are required for class improvement. Therefore, using miso, a traditional Japanese food, as a teaching material, we studied its history and regional characteristics, prepared miso, and observed the changes in color and amino acids due to fermentation. In addition, we conducted experiments to confirm protein degradation, cooking practice using miso as a seasoning, and examined its effectiveness and issues through questionnaire analysis. 　　As a result, 77.4% of the students answered,“ This class was my first experience making miso,” suggesting that making miso was appropriate as a teaching material. Students who answered“ I could understand that miso is a traditional Japanese seasoning” and“ I could understand that miso is a seasoning that can be used in a variety of dishes” were 72.3% and 75.1%, respectively, both high. On the other hand, 55.7% of the students answered that they understood the changes in the composition of foods through experiments, and 58.3% answered that they understood the proteins and amino acids studied in the science field, which was somewhat insufficient. It is desirable to devise and improve teaching methods such as prior learning in order to increase the level of understanding.

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