Abstract
The purpose of this study was to investigate the effect of the science-specific Questioning framework to the level of understanding and retention of scientific concepts. The study developed and implemented the science-specific Questioning framework based on the QUILT framework, which organized a variety of teaching strategies. Specifically, the strategies were: “wait time1”, which aims to encourage thinking activities by a slight latency of questioning, “wait time2”, which aims to encourage thinking activities by a slight latency of answering, “Think-Pair-Share”, which aims to build discussion, and the”puzzling picture” to raise cognitive conflict. The lesson on “change-of-state of a substance” was developed and tested with 138 junior high school students in the 7th grade in order to find out the effect of the questioning framework. As a result, three important points were gathered: 1) There were many positive opinions that both “wait time1”and “wait time2” are necessary.; 2) “Think-Pair-Share” was effective in encouraging viewpoint, understanding, thinking, and cooperating with others.; and 3) The Questioning framework was effective in developing student’s retention of scientific concepts, with the effect still seen one month later.
