The Effect of Teaching and Learning Strategies on Conceptual and Attitudinal Change of Gifted Primary Students
dc.contributor.author | Lake, Graham Alan | |
dc.contributor.supervisor | Prof. David Treagust | en_US |
dc.date.accessioned | 2018-04-11T03:38:53Z | |
dc.date.available | 2018-04-11T03:38:53Z | |
dc.date.issued | 2017 | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/66104 | |
dc.description.abstract |
This study investigated the effectiveness of teaching and learning strategies in bringing about conceptual growth and attitudinal change in gifted upper primary students. The research adopted a quasi-experimental design to compare two types of learning cycle instructions for a basic electronics course. The research concluded that three-phase learning cycles were effective in maintaining students’ high level attitudes and interest in science, but there were no statistically significant differences in conceptual understanding between the two cycles. | en_US |
dc.publisher | Curtin University | en_US |
dc.title | The Effect of Teaching and Learning Strategies on Conceptual and Attitudinal Change of Gifted Primary Students | en_US |
dc.type | Thesis | en_US |
dcterms.educationLevel | PhD | en_US |
curtin.department | Science and Mathematics Education Centre | en_US |
curtin.accessStatus | Open access | en_US |
curtin.faculty | Humanities | en_US |