The purposes of this study are to revise the class of the experiment type jigsaw method that a researcher suggested from the viewpoint of the practitioner, and to clarify how a child learned by the revised method. The elementary school class contents consist of four experiments about the house environment. The results are as follows : 1) The level of children’s understanding remained unchanged. 2) Children deepened their understanding about the principle by explaining it. 3) Some child grasped the meaning of the explanation, and learned the meta recognition.

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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.

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The purpose of this study is to examine students’ learning of the basic knowledge concerning family life and living space, the improvement of students’ comprehension regarding various features of living space, and the development of living ways for healthy, comfortable and safe family life through four types of activities of the Knowledge Constructive Jigsaw Method. The classes comprising 167 first-year students in a public junior high school in 2019 were selected for the study. The following results were obtained: (1) The basic knowledge of one theme increased through Expert Activity including reading materials and the collaborative activity. This comprehension level improved as indicated by physical activities of family members and living space, the differences of thermal and luminous environments from windows’ facing directions, and safety measures for accidents of daily life and disaster. (2) The knowledge level of four themes in Jigsaw Activity① was lower than that of Expert Activity because of an increase in remembering knowledge, and abilities of students’ explanation and listening. (3) Multiple living ways were shown in a Japanese-style room where some members of family live, and the living ways of safety measures for accidents of daily life and disaster were presented in a western-style room where one person lives through Jigsaw Activity② . (4) The insufficient knowledge was shared and complemented through Crosstalk Activity.

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The purpose of this study was to clarify the form of learning in the living life classes of home economics at junior high school. This class incorporates a knowledge constitutive form jigsaw method, a performance theme under “opposite direction design” theory, and writing the answer on the floor plan. As a result, it was revealed that the learners in a development stage as a junior high school student had a strong preference for private rooms. By considering the strength of their own housing requirements, they found that other family members also had their own housing requirements. It was also found that enhancing expert activities before starting jigsaw activities is the basis for deepening dialogue.

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