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

Published by LAP LAMBERT Academic Publishing, 2013

About this Item

Self-efficacy and Metacognitive Prompting | Their Unique and Interactive Effects on Genetics Problem Solving Ability among High School Students in Kenya | Catherine Aurah | Taschenbuch | 260 S. | Englisch | 2013 | LAP LAMBERT Academic Publishing | EAN 9783659440861 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Seller Inventory # 105592125

Bibliographic Details

• Title: Self-efficacy and Metacognitive Prompting | Their Unique and Interactive Effects on Genetics Problem Solving Ability among High School Students in Kenya
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2013
• Language: English
• ISBN 10: 3659440868
• ISBN 13: 9783659440861
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 16D millimeters 220 millimeters width by 150 millimeters height by 16 millimeters depth
• Weight: 405 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

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

About the Author

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.