Beginning with the conceptual change model of Posner et al. Multidimensional conceptual change approaches in science education are based upon the integration of epistemological, ontological, and affective frameworks for understanding how students can be guided to adopt scientific models for explanation of phenomena (Duit & Treagust, 2012). This study investigates the efficacy of a multi-dimensional conceptual change strategy, the Thinking Frames Approach (TFA) (Newberry et al., 2011) which provides scaffolding through production of multiple representations in improving students’ written causal explanations.

Middle school and older students tend to make claims without using reasoning to support those claims and rarely refer to underlying theoretical models to justify explanations (Jimenez-Aleixandre et al., 2000 McNeill et al., 2006). Writing scientific explanations needs to be explicitly developed (McNeill et al., 2006 Osborne et al., 2004). However, few strategies to guide teachers in developing students’ skills to produce written explanations have been studied (Nawani et al., 2019). The emphasis placed on using theoretical models to write causal explanations of scientific phenomena in some end of schooling external examinations further highlights the importance of developing these skills (Fensham & Bellocchi, 2013).

Construction of scientific explanations of observed phenomena is one of the core practices of scientists and hence should be an important feature of learning to think like a scientist (Zimmerman, 2007). Recent education reforms have included a focus on developing literacy skills across all subject domains, including teaching students to write causal scientific explanations and present arguments in science (ACARA, 2016a, b Council of Ministers of Education, 2013 National Research Council, 2012). An added benefit of this approach was students’ increased confidence in producing written explanations. The TFA provides a strategy that teachers may implement to support students in developing skills in writing explanations by providing an appropriate level of scaffolding in the writing process. A significant improvement in students’ written explanations linking observations with logical chains of reasoning and scientific theories was observed over this period. Students’ written responses explaining observations of scientific phenomena were collected over a nine-month period and evaluated using the analysis system for student explanations developed by de Andrade et al. Students are also taught to reflect on and evaluate their written explanations. This multidimensional conceptual change strategy makes use of the affordances of student-generated multiple representations, teacher-student questioning, and small group discussions to support students in constructing understanding and written explanations. In order to improve students’ written scientific explanations, a teaching strategy known as the Thinking Frames Approach (TFA) was introduced into two Grade 9 classrooms over two years. Science teachers also express difficulties in supporting students to develop scientific writing skills.

They frequently present their own opinions and write descriptions of their observations rather than linking observations with logical chains of causal reasoning, underpinned by a theoretical framework, to provide explanations of scientific phenomena. Secondary school students find it difficult to write elaborated causal explanations of scientific phenomena.

Statement about science phenomena