Abstract
This study developed an inquiry teaching module, “how to make bread?”, which is suitable for use with fourth-grade students by asking “5 Why” scaffolding strategies, based on the work of Kaartinen and Kumpulainen (2002). The module used a community bread factory as an instructional resource center. The study was conducted using a quasi-experimental design. The experimental group (n = 105) received inquiry-based teaching by asking “5 Why” scaffolding strategies. That is, teachers issued some directions to inspire students to ask questions and solve problems. By then, pupils found the root cause of the problems, and developed problem solving strategies. The control group (n = 105) were taught via a direct teaching approach with teachers’ explaining, modeling, and revising. The pupils followed teachers’ procedures and asked questions if needed. The results showed that experimental group pupils’ scientific concepts and techniques of scientific inquiry ability were superior to the control group. In addition, the experimental group was able to extend their thinking and concentrate on a core problem with the help of drawing a fishbone diagram.
| Keywords: | “5 Why” scaffolding asking strategies; instructional resource center; science inquiry learning ability; fishbone diagram |
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