A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom
| dc.contributor.author | McLure, Felicity Isabel | |
| dc.contributor.supervisor | Dr Mihye Won | en_US |
| dc.date.accessioned | 2018-09-10T00:15:02Z | |
| dc.date.available | 2018-09-10T00:15:02Z | |
| dc.date.issued | 2018 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/70404 | |
| dc.description.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. | en_US |
| dc.publisher | Curtin University | en_US |
| dc.title | A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom | en_US |
| dc.type | Thesis | en_US |
| dcterms.educationLevel | PhD | en_US |
| curtin.department | Education | en_US |
| curtin.accessStatus | Open access | en_US |
| curtin.faculty | Humanities | en_US |