Self-efficacy and Metacognitive Prompting

Catherine Aurah

ISBN 10: 3659440868 / ISBN 13: 9783659440861

Editore: LAP LAMBERT Academic Publishing Aug 2013, 2013

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This item is printed on demand - it takes 3-4 days longer - Neuware -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 260 pp. Englisch.

Codice articolo 9783659440861

Dati bibliografici

• Titolo: Self-efficacy and Metacognitive Prompting
• Editore: LAP LAMBERT Academic Publishing Aug 2013
• Data di pubblicazione: 2013
• Lingua: Inglese
• ISBN 10: 3659440868
• ISBN 13: 9783659440861
• Rilegatura: Taschenbuch
• Condizione: Neu

Descrizione articolo

Riassunto

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

L'autore

Catherine M. Aurah, Ed.D.; Science Education; M.A. Educational Psychology; and M.Sc. Environmental Education. Studied at Ball State University, U. S. A. and Masinde Muliro University of Science and Technology (MMUST), Kenya. Currently a lecturer at MMUST in the department of science and mathematics education.