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Yamaoka,T. , Matsumoto,S.: Development of a practice model in science lessons based on the QUILT framework- A case of the State Change: Research report Shikoku Branch of Japan Society for Science Education, Vol.28 No.6, 1-6, 2014.

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Article

Development and Evaluation of a Practice Model Based on the QUILT Framework in Case of the State Change: Analysis of Utterance Protocol Using Text Mining

1Kitauwa Upper Secondary School, Japan

2The Joint Graduate School in Science of School Education, Hyogo University of Teacher Education, Japan

3Hyogo University of Teacher Education, Japan


American Journal of Educational Research. 2016, Vol. 4 No. 4, 360-365
DOI: 10.12691/education-4-4-10
Copyright © 2016 Science and Education Publishing

Cite this paper:
Takekuni Yamaoka, Shinji Matsumoto. Development and Evaluation of a Practice Model Based on the QUILT Framework in Case of the State Change: Analysis of Utterance Protocol Using Text Mining. American Journal of Educational Research. 2016; 4(4):360-365. doi: 10.12691/education-4-4-10.

Correspondence to: Takekuni  Yamaoka, Kitauwa Upper Secondary School, Japan. Email: yamaoka.takek@gmail.com

Abstract

The purpose of this study was to investigate the science-specific Questioning framework, based on the QUILT framework, used to organize a variety of teaching strategies. In this study, two strategies were applied under the Questioning framework: One was the “Puzzling picture,” which aims to induce cognitive conflict, and the other was “Think-Pair-Share,” which aims to foster discussion. A lesson on “change of state in a substance” was developed and tested on 71 junior high school students in the 7th grade to examine the effects of the Questioning framework. Evaluation of the Questioning framework was conducted by qualitative analysis of the utterance protocol using text mining. Two important results were gathered: 1) The “Puzzling picture” was effective in encouraging perspective and wide-ranging discussion; and 2) the Questioning framework was effective in promoting students’ science-related utterances in the science class.

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