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...
| Main Author: | |
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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 |
| _version_ | 1848762267001159680 |
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| author | McLure, Felicity Isabel |
| author_facet | McLure, Felicity Isabel |
| author_sort | McLure, Felicity Isabel |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T10:44:51Z |
| format | Thesis |
| id | curtin-20.500.11937-70404 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:44:51Z |
| publishDate | 2018 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-704042018-11-12T01:27:56Z A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom McLure, Felicity Isabel 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. 2018 Thesis http://hdl.handle.net/20.500.11937/70404 Curtin University fulltext |
| spellingShingle | McLure, Felicity Isabel A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom |
| title | A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom |
| title_full | A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom |
| title_fullStr | A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom |
| title_full_unstemmed | A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom |
| title_short | A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom |
| title_sort | critical evaluation of the thinking frames approach as a teaching strategy for multidimensional conceptual change in the science classroom |
| url | http://hdl.handle.net/20.500.11937/70404 |