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dc.contributor.authorWood, Duncan Michael
dc.contributor.supervisorProf. Barry Fraser
dc.contributor.supervisorDr Rekha Koul
dc.date.accessioned2017-01-30T10:12:41Z
dc.date.available2017-01-30T10:12:41Z
dc.date.created2016-04-28T06:34:29Z
dc.date.issued2015
dc.identifier.urihttp://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.languageen
dc.publisherCurtin University
dc.titleImprovement of students’ scientific writing in a middle-years science classroom
dc.typeThesis
dcterms.educationLevelMPhil
curtin.departmentScience and Mathematics Education Centre
curtin.accessStatusOpen access


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