STUDENTS’ USE OF METACOGNITIVE SKILLS WHILE PROBLEM SOLVING IN HIGH SCHOOL CHEMISTRY
The purpose of this study was to investigate how purposeful metacognitive instruction affected students’ use of metacognitive skills and their abilities to solve complex chemistry problems. The pilot (n = 18 to 26) and study (n = 21) groups were enrolled in separate Ontario Grade 11 university prepa...
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| Language: | en en |
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2011
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| Online Access: | http://hdl.handle.net/1974/6703 |