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

Holden, Trudy Georgene2015-07-162015-07-1619962015-07-16http://hdl.handle.net/1828/6332enAvailable to the World Wide WebPsychologyCognitive learningMetacognitionRelationships among learning styles, metacognition, prior knowledge, attitude, and science achievement of grade 6 and 7 students in a guided inquiry explicit strategy instruction contextThesis