Improvement of students’ scientific writing in a middle-years science classroom
Access Status
Open access
Authors
Date
2015Supervisor
Prof. Barry Fraser
Dr Rekha Koul
Type
Thesis
Award
MPhil
Metadata
Show full item recordSchool
Science and Mathematics Education Centre
Collection
Abstract
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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