Dissertations and Theses @ UNI

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Open Access Thesis

Keywords

Home economics--Study and teaching--Iowa; Human ecology--Study and teaching--Iowa; Home economics--Study and teaching; Human ecology--Study and teaching; Iowa;

Abstract

This descriptive study indicates Iowa public high school vocational home economics teachers' responses regarding 1) proposed programs in environmental education directly related to the respondent's specific school, 2) their school system's proposed home economics programs incorporating environmental education, 3) environmental concepts presently being taught in home economics, 4) program suggestions in environmental education, 5) desirable home economics related subject matter areas for incorporating environmental education, 6) environmental education concepts needed in the home economics curriculum, 7) their formal training in environmentally oriented subjects, and 8) interest in participating in environmentally oriented courses or workshops. The questionnaire covered these response areas plus demographic data was developed by the author and sent to 100 Iowa high school vocational home economics teachers randomly selected from the 1972-73 Directory of Secondary Vocational Home Economics Personnel in Iowa. With the aid of two follow-up letters, a total of 86 teachers responded to the questionnaire. The study showed 65.1 percent of the respondents were between the chronological ages of 21 and 30, 54.7 percent of the respondents had "no area of emphasis" in relation to the area of home economics training emphasis, 59.6 percent of the respondents had between one and five years teaching experience, and 57 percent of the respondents had a B.A. or B.S. Degree. More than 80 percent of the home economics teachers believed environmental education should be taught at all levels of education K-12 in all public schools and in their own individual schools it would be taught best by several teachers in various related disciplines. The study showed 80 percent or more of the teachers agreed that environmental educational concepts should be included in their school's program and in any home economics program, such as, housing and home furnishings, family life, consumer education, foods and nutrition, and home management and family finance. Eighty percent of the teachers indicated the following environmental concepts were being taught and were thought to be needed in home economics curricula: consumer purchasing power, venereal disease, laundering methods, birth defects, food additives, electrical appliances, and lighting in the home. Eighty percent of the teachers believed the following environmental concpets [sic] were needed in home economics curricula: soap, detergents and phosphates; methods of birth control; types of energy used in the future home; food poisoning; chemicals used for cleaning in the home other than detergents; can, containers and consumers; and the effects of radiation on reproduction.

Year of Submission

1978

Degree Name

Master of Arts

Department

Department of Home Economics

First Advisor

Marilyn Story

Second Advisor

Janice Morgan

Third Advisor

Bernard L. Clausen

Comments

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Date Original

1978

Object Description

1 PDF file (100 leaves)

Language

en

File Format

application/pdf

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