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    Improvement of students’ scientific writing in a middle-years science classroom

    239839_Wood 2015.pdf (3.395Mb)
    Access Status
    Open access
    Authors
    Wood, Duncan Michael
    Date
    2015
    Supervisor
    Prof. Barry Fraser
    Dr Rekha Koul
    Type
    Thesis
    Award
    MPhil
    
    Metadata
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    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/1774
    Collection
    • Curtin Theses
    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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