Enhancing science students procedural knowledge and metacognitive awareness through differentiated process-oriented guided inquiry learning

Bibliographische Detailangaben
1. Verfasser:	Guillermo, Edwin T. (VerfasserIn)
Weitere Verfasser:	Paderna, Edwehna Elinore S. (thesis adviser.), Pamirez, Rachel Patricia B. (thesis reader.), Monterola, Sheryl Lyn C. (critic/reader member.)
Format:	Abschlussarbeit
Sprache:	Englisch
Veröffentlicht:	Quezon City College of Education, University of the Philippines Diliman 2020.
Schlagworte:	Chemistry > Study and teaching (Secondary) > Philippines > Caloocan City. Conventional teaching approach. Differentiated process-oriented guided inquiry learning. Chemistry procedural knowledge test. Metacognitive awareness inventory.