Improvement of students’ scientific writing in a middle-years science classroom
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This thesis illustrates a mixed-methods action-research evaluating impact of selected intervention strategies on writing skills of Science students in a mixed ability year 6 class. Scaffolding, peer/self-assessment and metacognitive journaling were implemented as part of the students’ scheme of work over 3 months. Using interviews, work-samples and anecdotal records, it was established that the students improved their writing skills and self-efficacy towards writing in Science as a result of the use of these strategies.
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Giridharan, Beena (2012)There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language ...
Giridharan, Beena; Robson, A. (2011)There is growing evidence that the lack of competence of university ESL students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language proficiency levels in ...
Hasegawa, Hiroshi (2013)All students who have completed their higher school certificate are expected to be both familiar with and equipped with the skills necessary for academic writing at university level. However, international students may ...