抄録
The purpose of this study is to clarify increase of knowledge, its qualitative changes and the
improvement of pupils’ scientific comprehension in each process of three kinds of activities of the
Knowledge Constructive Jigsaw Method including experiments by connecting fundamental principles
of indoor environments and pupils’ daily experiences. A class comprising 34 fifth-year pupils in a public
elementary school in 2018 was selected for the study. The materials that show fundamental principles
of thermal, luminous, and airflow environments were read, and the experiments of their environments
were conducted with pupils’ physical and visual perceptions and measurement by using tablets that
show images of experimental methods’ procedures through Expert Activity. The following results were
obtained: (1) The accurate scientific knowledge of one kind of environment was increased by reading
materials and the conduction of experiments through Expert Activity. (2) A lot of concrete knowledge of
some kinds of environments and the ways of living were comprehended through Jigsaw Activity including
collaborative activities. (3) Many ways of living were presented from each group in the class through
Crosstalk Activity. The scientific comprehension was improved. Some multiple ways of living interrelated
with several knowledge of various environments were shown from some pupils.
