Pixel International Conferences

Questioning is the heart of inquiry-based, science teacher instructional activities. However, the efficacy of questioning techniques in science teachers’ inquiry instruction has always been found to be a concern of educational researchers.

This group of studies (including two sequent studies) attempted to understand what affected science teachers’ expertise in using strategies of questioning in China in order to meet their pedagogical needs in improving the efficacy of questioning skills in inquiry instruction. We also investigated the efficacy of questioning techniques using simulations in inquiry instruction.

Both studies used case study methodology. The first study found that the five participated teachers, regardless of age and experience, all had pedagogical issues in inquiry instruction regarding questioning. Several possible factors were suggested to result in differences in teachers’ expertise in using strategies of questioning. These included: (1) teachers’ beliefs of teaching and learning science, (2) teaching objectives, (3) teaching approaches teachers normally used in their regular teaching, and (4) teaching experience. The second study used a quasi-experimental design to investigate whether and how questioning techniques could be improved and supported through using simulations. An ‘educational trail’ was conducted in a Year 10 physics inquiry classroom. Teachers’ views on the ways they think that questioning techniques with simulations support their professional development is also analyzed. Three factors were found to contribute to application of questioning techniques: (1) simulation as scaffolding tools for effective questioning; (2) simulation as educational tools for creating friendly learning environment; (3) simulation as virtual experimental lap for optimal application of inquiry instruction.

The results indicate that in China science teachers need to be provided with appropriate professional support to improve the efficacy of questioning skills when conducting inquiry instruction. Furthermore, computer-based simulations scaffold the implementation of questioning effectively. Thus, we propose that science inquiry classroom should take full advantages of questioning techniques, and call for further investigation on questioning techniques and strategies, using other educational scaffoldings.