Improvement of students’ scientific writing in a middle-years science classroom
| dc.contributor.author | Wood, Duncan Michael | |
| dc.contributor.supervisor | Prof. Barry Fraser | |
| dc.contributor.supervisor | Dr Rekha Koul | |
| dc.date.accessioned | 2017-01-30T10:12:41Z | |
| dc.date.available | 2017-01-30T10:12:41Z | |
| dc.date.created | 2016-04-28T06:34:29Z | |
| dc.date.issued | 2015 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/1774 | |
| dc.description.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. | |
| dc.language | en | |
| dc.publisher | Curtin University | |
| dc.title | Improvement of students’ scientific writing in a middle-years science classroom | |
| dc.type | Thesis | |
| dcterms.educationLevel | MPhil | |
| curtin.department | Science and Mathematics Education Centre | |
| curtin.accessStatus | Open access |