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

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

Detalhes bibliográficos
Autor principal: Guillermo, Edwin T. (Autor)
Outros Autores: Paderna, Edwehna Elinore S. (thesis adviser.), Pamirez, Rachel Patricia B. (thesis reader.), Monterola, Sheryl Lyn C. (critic/reader member.)
Formato: Tese
Idioma:English
Publicado em: Quezon City College of Education, University of the Philippines Diliman 2020.
Assuntos:
Chemistry > Study and teaching (Secondary) > Philippines > Caloocan City.
Conventional teaching approach.
Differentiated process-oriented guided inquiry learning.
Chemistry procedural knowledge test.
Metacognitive awareness inventory.