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

Theory and practice of 5Why Scaffolding Guided Questioning

The objective of Root Cause Analysis (RCA) is to identify "root cause(s)" so that these latent failures may be eliminated or modified and future occurrences of similar problems or mishaps may be prevented (National Aeronautics and Space Administration, NASA, 2003). Some fire-fighting is carried out in order to handle and recover immediately. Since this expeditious approach deals with the patching up symptoms quickly, the problem seems temporarily solved. Over time, the problem is likely to recur, thereby eliminating or reducing the anomalous impact. Critical the importance is a way to prevent the recurrent failures (Envision Software, 2007).

Hong (2006) stated when we "confirm the reason" during problem solving process, we try to analyze the consequence, which we use 5Why method to confirm. 5Why is proposed earliest by Teach honor in Toyota Motor Company. In the company, they had used 5Why to deal with problems by asking "why" consistently (Yang, 2006). Lu, Hong and Tsai (2008) had designed inquiry-based learning curriculums through 5Why scaffolding guided questioning. They think that teachers should provide challenges and encourage students to learn through questions. For example, students have difficulty understanding the pupa stage of butterflies. In this situation, the teacher can give them some directions to think about what's the different between the caterpillar and butterfly, and give them some examples like do the caterpillar needs a safe shutter to grow into butterfly? These directions can let students try to figure out why the butterfly needs the pupa stage when growing. The Quality Assurance Project (2006) proposed that cause-and-effect diagrams, which named fishbone diagram, can also reflect the causes that were hard to reach. The fishbone diagram can help the team to brainstorm about possibility of the causes.

Theory and Practice of Teaching Case

Case teaching methodology or teaching case method is a teaching method that use a vivacious case in life, that are enable to study, as the teaching material to achieve its educational aid. The teaching material sometimes combined with the learner's daily experience, which makes them jump into the situation more easily and can provide more ideas when learning the case (Shulman, 1992). Case teaching method has founded by president of the law school of Harvard University C. C. Langdell. The educational organ of U.S.A., American Educational Research Association (AERE) and American Association for Higher Education (AARE) popularizes and applies the teaching case method (Merseth, 1996).

Case teaching is using real cases as instructional materials. The real situation will be shown in classes. Through interactive discussion between professors and students, students can learn the main concepts in teaching cases and enhance student's thinking-level and problem solving abilities, etc. (Doong, 2008). While the problems in the case are reality problems, students can discuss the case and deliberate, clarify, and reflect on education issues, which cut down the gap between theory and practice. Student teachers also can improve professional abilities while learning the cases (Tseng, 2006).