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

Curriculum Design of using "5Why scaffolding guided questioning" in Campus Insects Unit Film

Before filming the teaching case, we synthesize the relevant data from focus grouping interview record and sum up three the main ideas for the teaching lessons.

In the first teaching lesson, The Structure and Function of Insects, scholars believes that butterfly is easy for students to observe on campus and can easily describe the concepts of butterflies, for example, the butterflies can use their proboscis to sip nectar from flowers. Mentor teachers disagree with scholars, they indicate "Proboscis are hard for students to observe and needs teacher to build their thinking scaffold." This confirms the first concept of the teaching film, introducing the insect's mouthparts, the diversity of insect's food and their relationship.

Second, introduce the life cycle of butterfly and cricket in the insect's life cycle lesson. Scholars believe that if students can raise their own butterflies, student can observe butterfly's life cycle easily and make an induction from their observations (figure out the four different life cycle stages of butterfly). But the mentor teachers consider that there are two types of insect's incomplete metamorphosis, paurometaboly and heterometaboly, which student might be confuse and confound form holometabolism (complete metamorphism) which butterflies are.

Third, mentor teachers deem "Students are easily to observe grain white butterfly (Pieris rapae crucivora) in spring. If teachers can use 'Why is there so many grain white butterfly on campus' as the topic for the lesson, students will start to notice problems between insects and ecological system in the lesson of Campus's Insects.

In the focus grouping interview one of the scholar consider that "When teachers need students to find and classify the main reason, the mentor teacher can use fishbone diagram in teaching. This not only can guide by teachers and done with all the students, but also the mentor teacher can show the student teachers how to guild students when teaching.

**Table 2 Campus insect's unit curriculum design using 5Why scaffolding guided questioning teaching method**
Teaching activities and objectives	Presentation of curriculum design
1. Structure and Function of Insect Example: Insect mouthparts is related to their food 1-1 Understand the diversity of insect's food 1-2 Understand insect's mouthparts is related to their food	1. Teachers lead students to observe butterflies mouthparts construction in campus and explore how butterflies sip nectar as food. 2. Teachers guide students to observe how the mantis eat cockroaches, and guide students to observe mantis's mouthpart using 5Why scaffolding guided questioning teaching. 3. Teacher's question: According to the food of this insect, what kind of mouthparts of the insect might look like? If students didn't know how to answer the question, then teacher can used insect like butterflies and mantis as an example to lead them thinking. This improves them to think and answer that the butterflies has straw mouthparts to sip nectar, and mantis has chewing mouthparts to help them eat cockroaches.
2. Insect's life cycle Example: Grain white butterflies (Pieris rapae crucivora) and cricket 2-1 Comprehend the growing process of butterflies and crickets 2-2 Comprehend there are different kinds of life cycle when insects grow from larva to adult 2-3 Understand the meaning of pupa	1. Teachers let students to raise their own grain white butterflies and generalize the stages of their butterfly (holometabolism). 2. Students observe crickets' life stage on the video and inductive inference its life stage (incomplete metamorphosis). 3. Using 5Why scaffolding guided questioning teaching to comprehend the different life cycle stage of grain white butterflies and cricket. 4. Students can conclude that life cycle stage of grain white butterflies has pupa stage and cricket life history hasn't.
3. Campus's Insects Example: Explore learning experience of how to plant cabbage and raise grain white butterfly 3-1 Record the place that you saw insect 3-2 Recognizing insects living environment, while observing its behavior 3-3 Take care of an insect, and realize the importance of maintenance its living environment	1. Teachers use 'Why is there so many grain white butterflies on campuses as the topic for the lesson and guide student group to discuss. 2. Students draw the big bone of fishbone diagram and classify the main reasons. 3. Each group discusses their idea, put on the bone and small bone of fishbone diagram and reports their ideas to others. 4. Teachers guide students to search for the real reason basic to their current situation; and use falsifies discussion to delete the incorrect reason. 5. Teachers write down the main reason of the question on blackboard and re-organize the solution of it.

Table 2 shows that how we design the campus insects unit with the 5Why scaffolding guided questioning teaching method, and the teaching steps that we're going to present in the teaching case film. For example, while introducing incest's mouthparts in the structure and function of insect activity, the 5whys are shown in table 3.

**Table 3 5Why Examples of the Structure and Function Activity**
Why questions		Scaffolding thinking directions
1why	What does the insect's mouthpart do?	Is there something that is related to the mouthparts?
2why	What is the relationship between food and the mouthpart's appearance?	Think again, what do butterflies eat?
3why	If the butterfly has to sip nectar as food, what do you think the butterfly's mouthpart appearance look like?
4why	If the mantis eat crickets, what do you think mantis mouthpart look like?	If the mosquito bites people, what do you think that mosquito's mouthparts look like?
5why	Do all insects have the same mouthparts? Why?

Situations occurs decision making: fishbone diagram, method of falsification and problem-solving strategies

Comprehensive focus grouping interview suggestions from focus grouping 20100423: First, mentor teachers lead pre-service teachers to find the main reason when drawing big bone in fishbone diagram and give some direction for students to discuss. Second, teaches needs to give enough time for students to discuss which need lots of extra times when doing method of falsification, so teacher needs to adequate prepared of the topic content, scaffold erection timeliness and let students to find the basic reason of the problem.

**Table 4 Teaching Analysis of "Why are there so many grain white butterflies on campus?" by using fishbone diagram, method of falsification and problem-solving strategies**
Teaching spindle	Teacher's questions and guidance	Student's answer and response	Finial Conclusion
1. How to classify the main reasons in the big bone	Ta: Give some reasons that might affect the numbers of grain white butterflies? Can we divide the reasons into several parts? Ta: What living environment affects might happen to it? Ta: Now we are talking about grain white butterfly, so what kind of thing should we discuses and write?	Sa10: Food Sa21: Environment Sa4: Habitat Sa24: Insect itself Sa2: Grain white butterfly itself…	※The final conclusion of the main reason includes food, preferred habitat, insect itself, climate and natural predators and enemies.
2. Teach how to draw fishbone diagram	Ta: Now we are going to try to put the most important reasons and affects near the fish head bone. Ta: The first one is "food". Is there any objection? Ta: What is the next one?	Sa2：The food is important. S_most：No. Sa23：Habitat……	※The most important factors puts from right to left on the fishbone diagram's main body, followed by food (what to eat), preferred habitat, climate, insect itself, natural predators and enemies.
3. Each group discuss about their bone and small bone, and share with others	Ta: This is the fishbone diagram from the second group; can you tell or add something in their fishbone diagram? Ta: Is there anything to add in the "grain white butterfly itself" bone? Ta: What is the main reason in "breeding season"? (Point out the question)…	Sa3: We can add spawning season. Sa7: Because there are many leaves plants and falling leaves. Sa9、Sa22: Habitat has to add with non-pollution Sa23: Adult insect's food includes garden balsam and Pilose Beg Garticks.	※Teachers and students discuss if there are any effects which needs to add in the diagram.
4. Delete the wrong factors	Ta: Is there any reasons which are not the main ones? Ta: Does others have other opinion? (Teacher deletes protective coloration.) ……	Sa7：Protective coloration. You can also take a closer look to find it. S_most：No. ……	※After falsify the fishbone diagram, many reason has deletes, like protective coloration, fewer natural enemies, less construction, no pollution, less pesticide spraying, Nice temperature, have covert or not, etc…

In the end of this lesson, the student not only know that planting Brassica plants in spring can attracted grain white butterfly spawning on campus, also know that we can observe grain white butterfly's life cycle in campus.

In the curriculum, the mentor teacher wishes the students has the ability to solve the problem their facing. The mentor teachers ask a simple question during the curriculum, let students to fine out the answer of the question, and make student able to understand why we're planting Brassica plants in spring. When we show this in the teaching film, we wish that the student teachers can also learn mentor teacher's teaching method.

Views from teaching evaluation sheet

We summed up the observation records of 5Why scaffolding guided questioning teaching and the data we had collected containing the views of four senior teachers who teach insect unit in school, four college professors major in Entomology, from teaching evaluation sheet for teaching case film (see Table 5). The table shows that most of the teachers and college professors think that the teaching case film carries out the 5Why scaffolding guided questioning teaching strategy in science teaching and is useful for science student teachers which science teaching ability can be enhanced.

**Table 5 Views of teachers and college professors from teaching evaluation sheet for teaching case film**
Teaching evaluation item	Mean score	SD (Standard Deviation)
Main ideas The aim of building the teaching case film is to introduce the model of how mentor teacher teach the science lessons, and help other teachers build their professional development support system.	4.5	.63
Useful for teachers teaching Using 5Why scaffolding guided questioning teaching method to teach students, teachers should simulate students' idea in advance.	4.5	.59
Help students learning Guide students to draw fishbone diagrams to identify the main cause to a problem, help students continued exploration and get their respond.	4.3	.61
Willing to enforce This teaching case film can present the steps and techniques of "5Why scaffolding guided questioning" teaching; every teaching stage has shown with special word lines in the film.	4.3	.69

Discussion

In this study, we try to build a teaching case for student teachers to learn how the mentor teachers teach the campus insect unit. Shulman (1992) had mention that teaching case method can teach the student teachers how to face the problem when teaching students, and how mentor teacher guide students to solve the problem and make the final conclusion. Building the teaching case film for student teachers can let them observe the 5why teaching method. But how do we know if the teaching case reaches student teacher's needs? And after the teaching cases were viewed, the student teachers gave feedback and do an experimental-teaching, in which they stated that prior to this research project, they were aware of the benefits that could be obtained through 5Why scaffolding guided questioning teaching. After the experimental-teaching, the student teachers can discuss the problems they have and give feedbacks again to the mentor teacher, which the mentor teacher can teach them, the teaching skills and improve student teachers teaching ability.

In this study, an achievement test about the topics of "Force" and "Movement", a behaviour control list about the same subjects and interview text documents were used. While the students' academic skills were tested with the achievement test, the behaviour control list was used monitor the students' behaviour in order to check whether the results obtained from the quantitative analysis were accurate or not. The effectiveness of the teaching method was tested by comparing the mean scores of the experimental and control groups. In addition to this, face to face interviews were held with 19 volunteering students from the experimental group to get their views about the method and materials used.

The teaching cases have been evaluated using the evaluation from, and serve as exemplary teaching models for student teachers. When student teachers facing an inquiry-teaching and don't know how to ask the question, this teaching film can present how mentor teachers ask question for students to think, guide students to look into the causes using fishbone diagram, and let students became more engaged and interested to the subject content (Lu, et al., 2008).