New Perspectives in Science Education

Edition 13

Accepted Abstracts

Practice and Study of Learning to Incorporate Instruction on Formulation of Consideration Description Under Peer Evaluation Activity: Focusing on Scientific Expression in Description of Consideration

Shinya Yamauchi, Graduate School of Education, Shizuoka University (Japan)

Hiroshi Iida, Tenryu High School, Shizuoka Prefecture (Japan)

Kenichi Goto, Toyo University (Japan)


The purpose of this study was to implement a junior high school science class that incorporates the instruction on formulation of consideration description under the peer evaluation activity, and to examine the effects of such instruction, focusing on the scientific expression of description of consideration. The peer evaluation activity is a learning activity in which learners use Goto's (2013) mutual evaluation sheet to exchange opinions with others about their considerations in observations and experiments, using the evaluation criteria to conduct self-assessment and peer evaluation, and then revise and improve their consideration based on the mutual evaluation sheet that shows their score evaluation and comment evaluation [1]. In previous studies on the peer evaluation activity, it has been found that they are effective in increasing the awareness of explaining one's own considerations and revising others' considerations [2], but it has been reported that there are challenges in writing about evidence, which is one of the components of argumentation [3]. Therefore, in this study, we thought that by using a learning method that incorporates the instruction on formulation of consideration description under the peer evaluation activity, we could aim at fostering scientific expression while realizing learners' collaborative learning. In this study, we analyzed the changes in the description of consideration that occurred as a result of this study, as well as the survey questions that were asked before and after the implementation of this study, and examined the effects of this study by focusing on scientific expressions. From the results of the analysis, it was suggested that learning to incorporate the instruction on formulation of consideration description under the peer evaluation activity had the effect of promoting the improvement of the description of consideration including "results (data)," "claim (conclusion)," and "evidence (reason)" that constitute scientific expression.


Keywords: peer evaluation activity, instruction on formulation of consideration description, scientific expression



[1] Kenichi Goto, (2013), " Study on the Effects of Self-evaluation in the High School Chemistry Experiment: Using the Mutual Evaluation Table, " Journal of Research in Science Education, Vol. 54, No. 1, 13-26.

[2] S. Yamauchi, Y. Gunji, H. Iida, and K. Goto, " A Study on the Awareness of Consideration in Junior High School Science: Through learning activities using peer evaluation activity," Journal of Research in Science Education, Vol. 62, No. 3. (in press)

[3] Hiroshi Iida and Kenichi Goto, (2019), "A Study on Logical Representation in the Description of Consideration in Experiment of Lower Secondary School Science: Through Classroom Using Mutual Evaluation sheets," Journal of Research in Science Education, Vol. 60, No. 2, 251-266.


Back to the list


Reserved area

Media Partners:

Click BrownWalker Press logo for the International Academic and Industry Conference Event Calendar announcing scientific, academic and industry gatherings, online events, call for papers and journal articles
Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2024 - All rights reserved

Privacy Policy