Abstract
In elementary school home economics family learning, the authors gave a practice class in which students considered ways to improve family life using picture books. This study aims to clarify how the differences in the worksheets (WS) used in this class affect the learning effect. The authors compared WS-A, which was created to enrich students’ imaginative abilities, and WS-B, which was created to foster students’ abilities concerning the Japanese language. The results of the analysis of both WS showed that the students were able to describe ingenuity such concepts as “sharing roles” regardless of which WS was used. The ingenuity expressed in WS-B was abundant and concrete, and many ideas were suggested to their classmates. Conversely, the ingenuity expressed in WS-A was often abstract and instructed to their classmates. Comparing the pre- and post-questionnaires, the variety of words that come to mind when hearing about family members increased only in the WS-B group, and the word “role division” appeared in the “category on cooperation”.
