Self-efficacy and Metacognitive Prompting : Their Unique and Interactive Effects on Genetics Problem Solving Ability among High School Students in Kenya

Catherine Aurah

ISBN 10: 3659440868 / ISBN 13: 9783659440861

Verlag: LAP LAMBERT Academic Publishing, 2013

Beschreibung

nach der Bestellung gedruckt Neuware - Printed after ordering - When students graduate from primary schools and enroll in high schools, they have knowledge and strategies about how to solve problems from their experiences both in primary classes and outside school. These strategies contribute to subsequent learning and research shows that problem solving is unlikely possible unless it takes learners' abilities to plan, monitor, and evaluate their work. It also takes learners' confidence in their capabilities 'Self-efficacy and Metacognitive Prompting: Their Unique and Interactive Effects on Genetics Problem Solving Ability among High School Students in Kenya' provides a concise and accessible summary of the research that was conducted in this area. The research findings are arranged in three sections: The unique effects of self-efficacy on problem solving; the unique effects of metacognitive prompting on problem solving; and the interactive effects of self-efficacy and metacognitive prompting on genetics problem solving ability among high school students The results will benefit all all pre- and in-service science teachers, who wish to deepen their understanding about factors influencing problem solving abilities among high school students. Bestandsnummer des Verkäufers 9783659440861

Bibliografische Details

Titel: Self-efficacy and Metacognitive Prompting : ...

Verlag: LAP LAMBERT Academic Publishing

Erscheinungsdatum: 2013

Einband: Taschenbuch

Zustand: Neu

Über diesen Titel

Reseña del editor:

When students graduate from primary schools and enroll in high schools, they have knowledge and strategies about how to solve problems from their experiences both in primary classes and outside school. These strategies contribute to subsequent learning and research shows that problem solving is unlikely possible unless it takes learners' abilities to plan, monitor, and evaluate their work. It also takes learners' confidence in their capabilities "Self-efficacy and Metacognitive Prompting: Their Unique and Interactive Effects on Genetics Problem Solving Ability among High School Students in Kenya" provides a concise and accessible summary of the research that was conducted in this area. The research findings are arranged in three sections: The unique effects of self-efficacy on problem solving; the unique effects of metacognitive prompting on problem solving; and the interactive effects of self-efficacy and metacognitive prompting on genetics problem solving ability among high school students The results will benefit all all pre- and in-service science teachers, who wish to deepen their understanding about factors influencing problem solving abilities among high school students