Relationships among learning styles, metacognition, prior knowledge, attitude, and science achievement of grade 6 and 7 students in a guided inquiry explicit strategy instruction context

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dc.contributor.authorHolden, Trudy Georgene
dc.contributor.supervisorYore, Larry D.
dc.date.accessioned2015-07-16T17:59:54Z
dc.date.available2015-07-16T17:59:54Z
dc.date.copyright1996en_US
dc.date.issued2015-07-16
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelDoctor of Philosophy Ph.D.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/6332
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectPsychologyen_US
dc.subjectCognitive learningen_US
dc.subjectMetacognitionen_US
dc.titleRelationships among learning styles, metacognition, prior knowledge, attitude, and science achievement of grade 6 and 7 students in a guided inquiry explicit strategy instruction contexten_US
dc.typeThesisen_US

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