2020 Volume 61 Issue 1 Pages 57-66
The purpose of this study is to examine the relationship between the observation style of fixed-point observation and free observation, and the utterances during the class review meeting in science classes. As a result, the following points became clear in the class review meeting on the two observation styles. (1) In fixed-point observation, many observers are aware that there are many utterances of the child’s personal thoughts during the class, and it was shown that there are few observers who feel that there are many utterances about teaching materials handled in class, or about class members’ questions and teaching methods in class. In free observation, it was shown that there was no difference in the consciousness of the observer’s own utterances. (2) In fixed-point observation, there are significantly more utterances in complex knowledge areas, including among the learners. In free observation it was shown that there were significantly more utterances in a single area of the learner’s knowledge, or in a knowledge area that did not include the learner. (3) In fixed-point observation, there are significantly more conversations in experience exchange cases, while in free observation, it was shown that there were significantly more conversations about easy consensus cases.
