The master's thesis presents the opinion of students and parents on the importance of content in the field of household in modern times.
The number of hours devoted to teaching household contents has decreased with the introduction of a nine-year primary school. Two elective courses in the field of nutrition were introduced, namely Modern food preparation (hereinafter SPH) and Nutrition methods (hereinafter NP), which students choose only if they want in the seventh or eighth or ninth grade. Due to the lifestyle of modern families, most students do not learn basic household chores at home.
The purpose of the master's thesis is to determine the opinion of sixth and ninth grade primary school students and their parents on the importance of content in the field of home economics in the 21st century (compulsory subject of home economics and elective subjects in the field of home economics). I wanted to find out if the knowledge they acquire during schooling seems important and useful to them. I also wanted to find out if they found the aforementioned school subject equivalent to the other subjects of a nine-year elementary school. I collected the necessary data on the basis of a questionnaire filled out by sixth and ninth grade elementary school students and their parents. The sample was selected at random.
The study involved 141 students, of which 76 were sixth-graders and 65 were ninth-graders. 118 parents also participated, namely 75 parents of sixth grade students and 43 parents of ninth grade students. The results showed that both students and parents consider that the knowledge and skills that students acquire in home economics and electives are important, and that the subject of home economics should become a compulsory subject for all students in the last triad of nine-year primary school. Both parents and students rate the subject of home economics as equivalent to other subjects. I obtained the data with the help of an online survey, and processed it by computer. I used Microsoft Excel and the SPSS program (Statistical Package for Social Sciences). I also used the relevant statistical calculations and explained the results descriptively. Both descriptive and inferential statistics were used.
One of the aims of the master's thesis was to investigate how teaching in the field of household skills takes place in the Scandinavian countries and what importance they attach to this knowledge, since it is widely known that the education system in these countries, especially in Finland, is known to be as one of the best at present. According to the available data, the Slovene and Finnish school systems do not really differ significantly, but they are still difficult to compare, as Finns have completely different priorities and values than Slovenes, and their education is much less performance-oriented, with great emphasis on cooperation between theory and practice. They also largely involve the local environment in the learning process.
In Finland, Sweden and Norway, they spend several hours in the subject of home economics in compulsory primary school, and they also connect the knowledge and skills that they want students to acquire much more with other school subjects or subject areas. In the field of home economics in Slovenia, it would clearly make sense to consider placing the subject as
compulsory for all students in the last triad of primary school, and the content of the subject should be supplemented with some content that students in primary school do not get acquainted with and redistribute existing content in terms of their complexity of understanding and perception in the upper grades of primary school.
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