Do-Yong Park dpark@ilstu Illinois State Univ.

1. HRASE Do-Yong Park dpark@ilstu.edu Illinois State Univ. Questioning Strategy in Science Teaching

2. H.R.A.S.E. Strategy ► History ► Relationships ► Application ► Speculation ► Explanation Penick, J. E., L. W. Crow, and R. J. Bonnstetter. 1996. Questions are the answer: A logical questioning strategy for any topic. The Science Teacher 63(1):27–29

3. History ► What did you do? What happened? In what order did you do? What procedure did you use? What color was it?

4. Relationships ► How does this compare to ….? What seems to be a common element in all your findings? Where do you usually find these?

5. Application ► How could you use this? What problems could this solve? ► If you wanted to do ____, how would you this idea help?

6. Speculation ► What if you …(changed, added)? What would it take to prove that? What might be inside the black box?

7. Explanation ► How does that work? What causes that to happen? How would you change your explanation if I changed this part of the machine?

8. Categories of Students’ Scientific Reasoning

9. PB: Phenomenon-Based 1. Explain and description are not distinguished 2. Purpose of experimentation is to look and see

10. PB: Phenomenon-Based 1. Explain and description are not distinguished 2. Purpose of experimentation is to look and see

11. RB: Relation-Based 1. Explanation is seen as involving the identification of relations between observable traits rather than the searching for an cause 2. Investigation tend to be confirmatory and uncritical. 3. Explanation emerges from the data in an uncritical way

12. RB: Relation-Based 1. Explanation is seen as involving the identification of relations between observable entities rather than the searching for an cause 2. Investigations tend to be confirmatory and uncritical. 3. Explanation emerges from the data in an uncritical way

13. RB: Relation-Based 1. Explanation is seen as involving the identification of relations between observable entities rather than the searching for an cause 2. Investigations tend to be confirmatory and uncritical. 3. Explanation emerges from the data in an uncritical way

14. CB: Concept-Based 1. Provide an explanation in terms of conceptual knowledge that represents an underlying cause or deeper level interpretation. 2. Experimentation is guided by hypotheses. 3. Understand disconfirming evidence is very important 4. Seek alternative explanations

15. CB: Concept-Based 1. Provide an explanation in terms of conceptual knowledge that represents an underlying cause or deeper level interpretation. 2. Experimentation is guided by hypotheses. 3. Understand disconfirming evidence is very important 4. Seek alternative explanations

16. CB: Concept-Based 1. Provide an explanation in terms of conceptual knowledge that represents an underlying cause or deeper level interpretation. 2. Experimentation is guided by hypotheses. 3. Understand disconfirming evidence is very important 4. Seek alternative explanations

17. CB: Concept-Based 1. Provide an explanation in terms of conceptual knowledge that represents an underlying cause or deeper level interpretation. 2. Experimentation is guided by hypotheses. 3. Understand disconfirming evidence is very important 4. Seek alternative explanations

18. Two main factors of students’ different abilities of reasoning A. Knowledge. B. Cultural Factors of Classrooms– Culture of Science Experiment.