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dc.contributor.authorPutra, G.
dc.contributor.authorTang, Kok-Sing
dc.date.accessioned2017-01-30T11:45:59Z
dc.date.available2017-01-30T11:45:59Z
dc.date.created2016-07-20T19:30:17Z
dc.date.issued2016
dc.identifier.citationPutra, G. and Tang, K. 2016. Disciplinary literacy instructions on writing scientific explanations: a case study from a chemistry classroom in an all-girls school. Chemistry Education Research and Practice. 17: pp. 569-579.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/14786
dc.identifier.doi10.1039/c6rp00022c
dc.description.abstract

This paper is a case study that reports on findings from a design-based research with the purpose of helping secondary school chemistry students in an all-girls school develop the ability to construct scientific explanations – an important literacy skill in learning science. A series of lessons on the topic of chemical bonding was designed to explicitly teach the three-part structure often found in the genre of scientific explanations and provide opportunities for students to apply the structure. The lesson series was observed and the students' worksheets and test papers were collected and analysed. The analysis of the structure of the students' written scientific explanations was done through genre analysis. Most of the students were found to be able to write well-structured scientific explanations addressing the topic of chemical bonding but only a fraction of them could re-contextualise the explanation structure.

dc.publisherR S C Publications
dc.titleDisciplinary literacy instructions on writing scientific explanations: a case study from a chemistry classroom in an all-girls school
dc.typeJournal Article
dcterms.source.volume17
dcterms.source.startPage569
dcterms.source.endPage579
dcterms.source.issn1109-4028
dcterms.source.titleChemistry Education Research and Practice
curtin.departmentScience and Mathematics Education Centre (SMEC)
curtin.accessStatusFulltext not available


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