2012 年 36 巻 1 号 p. 27-37
This study aimed to identify the knowledge that experienced science teachers use in lessons. The method used was to show a video-taped lesson to novice and experienced teachers, and then to analyze the taped utterance patterns of a discussion that followed, using verbal protocol analysis. The results demonstrated that the content of statements made during the discussion period were different between novice and experienced teachers both qualitatively and quantitatively. Novice teachers tended to have fewer utterances, and their utterances about the knowledge of teachers in practical situations were focused on "knowledge about teaching strategies." For experienced teachers, a focus on their utterances revealed two groups: one of experienced teachers who spoke about specific teaching methods, showing an abundant "knowledge about teaching strategies," and the other of experienced teachers who made many statements based on knowledge about the "course of teaching," "curriculum," "understanding about pupils," and "evaluation." The results also demonstrated that while novice teachers were able to evaluate a lesson in fragments, they were unable to make a comprehensive evaluation.