How to build a 5Why scaffolding guided questioning teaching case film?Campus insects unit as an example

Rationale and Importance of this study

In recent years in Taiwan, there has arisen a vogue for experiential learning, requiring that curricula was designed in accordance with the needs, interests and experiences of students, and the curricula was changed and reorganized periodically in order to promote the development of further experience (Ou, 2002). Researchers discover that "5Why scaffolding guided questioning" can apply to the questions which students want to discover, and lead them to do series thinking. When using "5Why scaffolding guided questioning", researchers let students to draw fishbone diagram, then sum up and classify the cause about the questions they wish to discover; third, discuss the cause and effect of it and make students to put forward the falsification causes and settle down the main reason; forth, students can learn new inquiry teaching tactics, investigate independently, consult with classmates and solve the problem in this kind of teaching, and act like a scientist (Hong, Lu, & Tseng, 2007; Hong, Lu, & Tsai, 2008; Hong, Ke, & Lu, 2009). Se and Lai (2010) use "5Why scaffolding guided questioning" teaching method when teaching biological diversity. In their research, it shows that 5Why hierarchical questioning steps can foster student's ability to investigate and overcome problems; using fishbone diagram which draw by each students group can make students learn how to cooperate with each other and cause them to rethink profoundly and to fix their fishbone diagram. Lu, Liang, and Hong (2008) use 5Why scaffolding guided questioning teaching case method and combine it in science teaching method classes, which found 81.9% in-service teachers (about 50 teaches) affirm the achievements of 5Why scaffolding guided questioning teaching. They think case method teaching can enhance their comprehension of the real teaching field, understand students levels much more specifically, know more about 5Why scaffolding guided questioning teaching and know how to ask 5Why hierarchical questions after watching mentor teacher teaching process.

National Science Council grants a number of science teachers professional development training program which support to build the student science teacher training system. Lu (2012) investigate 210 elementary science teachers in the Taipei area and found 40% teachers think the "Campus insects unit" is difficult to teach, but using "5Why scaffolding guided questioning" in the lesson can guide students to observe and probe when learning the lesson.

In this case, this research combines "teaching case film" which film Campus insect's lesson that teach by senior mentor teachers in the student teacher's science method teaching classes, and lead these student teachers to learn about the theory and practice in 5Why scaffolding guided questioning teaching method to attain senior mentor teacher's alternative experience and applied to their actual teaching.

Research Objective

The study combine senior mentor teachers and build 5Why scaffolding guided questioning teaching case film which wishes to pull in the teaching pattern of "how does senior mentor teacher teach"? Building this professional development support system, student teachers can inspect and learn from a complete teaching unit that can help them understand curriculum design; problems might have to face in teaching process and how to solve the problems they meet. The research objectives are: (1) How to develop the curriculum by using the 5Why scaffolding guided questioning teaching method? (2) How to use the method in experimental-teaching? (3) How to build the teaching case film?