A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom
Access Status
Open access
Authors
McLure, Felicity Isabel
Date
2018Supervisor
Dr Mihye Won
Type
Thesis
Award
PhD
Metadata
Show full item recordFaculty
Humanities
School
Education
Collection
Abstract
This study investigated how a multi-dimensional conceptual change strategy, called the Thinking Frames Approach (TFA), supported students’ learning. The study was conducted in Grades 8-10 science classes over a two-year period. Results showed that students improved their conceptual understanding and written explanations in many science topics. Students’ interest and self-efficacy in science were also positively influenced. TFA support provided to the teacher in guiding students to go through multi-dimensional conceptual change is also discussed.
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