2021 Volume 62 Issue 2 Pages 445-455
The purpose of this study was to compare the reflections of children who shared commented-upon photographs with those who did not, and to verify the effects. Two classes in the 2nd grade, comprised of 58 students in total, participated in this study. Through field observations, the children created commented-upon photographs to reflect on and describe what they noticed in them. As a result of comparing the students’ annotations and reflections, it was found that the children who shared the commented-on photo did not change the details of what they noticed in the annotation as much in comparison to the children who did not share it. In retrospect, it became clear that there is much awareness of “visual”, “tactile”, “smell”, “smell”, “purpose/question”, “past experience”, and “emotion” aspects, and that the photos are evaluated by indicators that form the bases of scientific processes. We investigated shared recognition and the increase and decrease in the amount of awareness, as evaluated by indicators that form scientific processes. These results suggest that sharing commented-upon photographs promotes increased awareness in reflection and leads students to develop a smoother and deeper connection with science.
