2022 Volume 62 Issue 3 Pages 643-653
The purpose of this study was to implement a junior high school science class that incorporated peer evaluation activity and to clarify the changes in students’ awareness of consideration. To achieve this goal, a questionnaire was designed to ask questions about “science class,” “content of the consideration,” “the scene of the consideration,” and “support in writing the consideration,” and a survey was conducted among third-year students at a public junior high school. From the results of the analysis, it was found that the peer evaluation activity was viewed positively as a support in writing the consideration, because it made students aware of how to write consideration in an easy-to-understand way, as well as making the class easier to understand by including activities such as exchanging opinions with friends and making corrections. As for the scene of the consideration, it was found that the effect was to increase the awareness of explaining one’s own consideration and correcting the consideration of others. As for the content of the consideration, it became clear that the effect was to increase the awareness of not describing “impressions of the observation or experiment” or “what I thought was important in conducting the observation or experiment” in the consideration.
