Abstract
Through the investigation of the behavior of pupile s in a class, where they are actualcy “making things”in a middle school, the progress and development in recognition of the relationship between the process of making things and their circumstances including other people and t heir environment has been clarified. As the pupils come close to the goal of making things with their own manu facturing plan, the range of.their recognition of relationship is enlarged from the behavior relating to th eir own interests such as rather meaningless random walks among classmates, and bigins to cover inform ation exch ange with not only classmates but also family members orrelatives and, furthermore, the collaboration with classmates. It has been concl uded that the education in actually“making things”is effective in cultivating the kans ei for “m aking things”because of the development ofrelationship recognition of pupils.
