• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.428-439
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• 2007

The purpose of this study was to investigate the effects of reflective thinking on verbal interaction of the pre-service teachers in elementary science classes. Two pre-service teachers were selected for this study and they respectively had gave three science classes. Every science class was recorded by using video/audio but only audio data of first and last science classes were transcribed for verbal interaction analysis. The result of this study revealed that the frequency of teacher's verbal interaction in last science class was increased rather than the case of first science class. The increasing patterns of interaction frequency were affected by the teacher's viewpoint and preparation for the science class. Teacher's verbal interactions were divided into low-level and high-level for the analysis of qualitative change. Low-level interactions are which leading students' convergent thinking, high-level interactions are which leading students' divergent thinking. Also the result of this study revealed that high-level interactions in last science class were increased rather than in first class. On the other hand, low-level interactions in last class were reduced rather than in first class. Therefore, this results implied that the effects of reflective thinking on verbal interaction of pre-service teachers in elementary science classes were appeared, but the effects were also affected by teacher's individual characteristics. Especially the changing degrees of qualitative interactions varies with the teacher's viewpoint and preparation for the science class.