Abstract
The purpose of this study was to investigate the science-specific questioning framework based on the QUILT framework that organized a variety of teaching strategies. In this study, two strategies were attempted during the questioning framework: One was “Puzzling picture” that aims to induce cognitive conflict, and the other was “Think-Pair-Share” that aims to build discussion. Using “Puzzling picture” effectively is dependent on the questions that the teacher asks. At first, the teacher uses divergent questions to elicit various responses. After that, the teacher uses convergent questions to focus on science topics. Evaluation of the questioning framework was conducted from the perspective of both quantitative and qualitative analysis. A lesson on “change of state of the substance” was trialed on 138 grade 7 Junior high school students to find out the effectiveness of the questioning framework. The described contents of the questionnaire survey and worksheet were analyzed quantitatively, and the classroom descriptions were recorded on an IC recorder and the transcribed data were analyzed qualitatively. As a result, three important findings were made: 1) through the use of the “think-pair-share” worksheet describing the interaction with others, observation and experimental results, reasons were easily observed; 2) the questioning framework was effective in promoting students’ retention of science concepts, and the effects could be seen after a month of observing the class; and 3) students could exchange opinions in response to the teacher’s the convergent questioning after the divergent questioning. Therefore, the study concludes that the framework appeared to have been effective.
