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Thesis

Developing Year 10 History students’ written causal arguments through a focus on their conceptual understanding and self-regulation

Abstract:

This project evolved from a desire to improve students’ written causal arguments, whilst also improving their metacognition and self-regulation. Baseline data, collected from student essays, a talk-through protocol, and a survey, confirmed initial hypotheses that students had a limited understanding of causation, found constructing causal arguments in History challenging, and possessed limited self-regulatory skills and techniques. An action research model was followed, with three teaching in...

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Type of award:
MSc taught course
Level of award:
Masters
Awarding institution:
University of Oxford
Language:
English
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Subjects:
Deposit date:
2023-02-10

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