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dc.contributor.authorWood, Duncan Michael
dc.contributor.supervisorProf. Barry Fraser
dc.contributor.supervisorDr Rekha Koul

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.publisherCurtin University
dc.titleImprovement of students’ scientific writing in a middle-years science classroom
curtin.departmentScience and Mathematics Education Centre
curtin.accessStatusOpen access

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