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

Research Design

This teaching case film shown a mentor teacher incorporates 5Why scaffolding guided questioning in the campus insects unit that provided in the textbook. The mentor teacher guide students to understand the insects in campus and a draw fishbone diagrams to identify the causes of "Why are there so many grain white butterflies on campus?" The research design is shown in Table 1.

**Table 1 Building "5Why scaffolding guided questioning" teaching case film**
Research Questions	Research Methods	Data collection and analysis
3.1.1. Design Campus insects unit curriculum	1. Confirm 5Why scaffolding guided questioning curriculum's teaching key point. 2. Use focus grouping interviews and teaching evaluation sheet before taping the teaching film.	1. Curriculum design, teaching plans, worksheet and focus grouping interview records. 2. Do the interpretation analysis.
3.1.2. Experimental-teaching of Campus insects unit	1. Film mentor teacher's first teaching case film (the experimental-teaching film) and give mentor teacher feedback, before the second film shoot. 2. Use focus grouping teaching evaluation sheet to evaluate the teaching films.	1. Classroom observation, feedback from 5Why Scaffolding Guided Questioning teaching, learning evaluation sheet and focus grouping interview records. 2. Doing the interpretation analysis.
3.1.3.Building 5Why scaffolding guided questioning teaching case film	1. Shoot, edit and produce the teaching case film. 2. Use focus grouping evaluation sheet when building teaching case film.	1. Edit teaching case film, then statistics and analysis the evaluation sheet of the teaching film, and the focus grouping records. 2. Do the interpretation analysis.

The experimental-teaching we had mention in table 1 is a teaching method when training pre-service teachers. When the pre-service teachers design their only curriculum, they will have a few problems. So when they discuss and micro-teaches the curriculum in class, find out the problems and fix the design again and again is an experimental-teaching.

Research Tools
Focus Grouping Discussion Outline

In this research, we set up three focus grouping outlines before us building the elementary school science 5Why scaffolding guided questioning teaching case film.

The first focus grouping interview focus on how to use 5Why scaffolding guided questioning method to design campus insects unit curriculum and do the teaching evaluation; the second interview emphasize on how to use 5Why scaffolding guided questioning method to do the experimental-teaching of campus insects unit and then fill out the evaluation sheet; the third focus grouping interview focus on building the 5Why scaffolding guided questioning teaching case film and complete all teaching evaluation sheet.

Observation records of 5Why Scaffolding Guided Questioning teaching

This research use observation records of 5Why Scaffolding Guided Questioning teaching formatted by Lu, et al. (2009). The content includes two assessment dimensions: 5Why scaffolding questioning (depthless of 5Why questioning, effectiveness of scaffolding erection and effectiveness of drawing fishbone diagram) and subject knowledge content (establish scientific concept and the effectiveness of guiding the students).

Teaching evaluation sheet (TES)

The teaching evaluation sheet was designed by Lu, et al., (2009). It was designed to assess 5Why scaffolding guided questioning teaching film that contained four assessment dimensions: main ideas, useful for teachers teaching, help students learning and willing to enforce. The content validity and reliability of the TES was built by three science educative professors and five experienced primary school teachers, the internal consistency of the TES was 0.83. The evaluation methods uses Likert 5 point scale (very poor=1, poor=2, ordinary=3, good=4, very good=5).