A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom
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...
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| Format: | Thesis |
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Curtin University
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/70404 |