Abstract
This study discusses a method to grasp the temporal transition of students’ learning activities in the problem-solving learning of junior high school technology and home economics (technology field). It proposes a new method of teacher support by conducting a systematic study through classroom practice. Specifically, we conducted a straw bridge contest in the “Materials and Processing Technology” class, and the cultivation of bean seedlings in the “Bioprocessing Technology” class. For these problem-solving lessons, we used the teal organization structure as a measure to grasp the students' learning status, and organized the temporal changes in students' learning that could be grasped by the teacher. Next, for the method of support from the teacher considering the classification of these changes, we conducted a lesson using the Information Heritage Museum World Map in the “Technology of Information”. In this problem-solving learning, the study analyzed the teacher’s support moves by considering the changes in learners’ perspectives. To conclude, we propose an effective teacher support procedure for problem-solving learning.
