Abstract
Under the new Course of Study revised in 2017, there is a demand for the refinement of the questioning and instructing used in worksheets, with a focus on the integration of instruction and evaluation. In this study, we attempted to understand the actual status of questioning and instructing types used in technology education for junior high schools. A total of 142 worksheets were collected from 9 experienced technology teachers, yielding 322 extracted questioning and instructing, which were classified into nine categories based on the combination of the learning process and evaluation perspectives in technology education. The alignment of these questioning and instructing types with goals, perspectives, and ways of thinking in technology education was examined. We found that, in the "Knowledge and Skills" category, a high level of alignment, particularly in "technologies supporting life and society," was indicated; however, questioning and instructing related to "social development and technology" were entirely missing. Alignment in the "Thinking, Judgment, and Expression" category was moderate, while that in the "Attitude towards proactive learning" category remained at a low level. Based on these findings, we considered ways to improve the questioning and instructing that lack alignment.
