Development and Evaluation of a Practice Model Based on Questioning Framework in Science for Inducing Cognitive Conflicts in Case of the After-image Effect

Takekuni Yamaoka^1, and Shinji Matsumoto²

¹Kitauwa High School, Japan

²Hyogo University of Teacher Education, Japan

Cite this paper:
Takekuni Yamaoka and Shinji Matsumoto. Development and Evaluation of a Practice Model Based on Questioning Framework in Science for Inducing Cognitive Conflicts in Case of the After-image Effect. American Journal of Educational Research. 2017; 5(1):50-55. doi: 10.12691/education-5-1-8

Abstract

The purpose of this study was to investigate the practice model in science based on questioning framework for inducing cognitive conflicts. Using “puzzling picture” effectively depends on the questions that the teacher asks. First, the teacher uses divergent questions to elicit various responses. After that, the teacher uses convergent questions to focus on science topics. The content of the experiment was to perform a description of the after-image effect. When one tries to observe the water droplets using a stroboscope, water droplets appear to fall, be stopped, or climb. The lesson pertaining to this educational program was administered to 96 in the 10th grade students to determine the effects of the questioning framework. The content of the survey-questionnaire and worksheet were analyzed by using quantitative manner. The following were the results of the study: 1) it is not just fun, it is also beneficial at learning principles of natural science; 2) through the use of “think-pair-share” worksheet describing the interaction with others, the results of reasons were to be easily observed; 3) using the prior knowledge, obtaining new knowledge from others, and formulating new questions.

Keywords:
questioning framework cognitive conflicts Think-Pair-Share Puzzling picture

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