Improvement of students’ scientific writing in a middle-years science classroom

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Improvement of students’ scientific writing in a middle-years science classroom

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...

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Bibliographic Details
Main Author:	Wood, Duncan Michael
Format:	Thesis
Language:	English
Published:	Curtin University 2015
Online Access:	http://hdl.handle.net/20.500.11937/1774

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