Implementing the Thinking Frames Approach to Support Students' Scientific Explanations, Self-Efficacy, and Attitudes to Science

• In Event: Roundtable Session 51
  In Roundtable Session: Students' Attitudes Toward and Socioemotional Experiences With Science and Science Education

Abstract

Adopting the Thinking Frames Approach (TFA) (Newberry & Gilbert, 2011), the first author developed and implemented a sequence of lessons to encourage her Grade 9 students to develop their scientific ideas by producing and communicating their own explanations. Students’ learning progress was monitored throughout the school year via TFA worksheets, conceptual tests, class videos, and teacher reflection notes to show that students’ level of scientific explanations improved. Students’ responses to a questionnaire and interviews also revealed that students recognized the benefits of the TFA in understanding concepts and writing scientific explanations. This paper discusses social challenges (collaborative group work) and conceptual benefits (for both the teacher and her students) of implementing the TFA for school science.

Authors

• Felicity McLure, Curtin University

• Mihye Won, Curtin University

• David F. Treagust, Curtin University