Elaborations: Differences in metacognitive behaviour of successful and less successful science students in Trinidad
| dc.Institution | ||
| dc.contributor.author | Durgadeen, Lucy | |
| dc.contributor.editor | ||
| dc.coverage.spatial | ||
| dc.date.accessioned | 2022-01-18T17:54:16Z | |
| dc.date.available | 2022-01-18T17:54:16Z | |
| dc.date.issued | ||
| dc.description | ||
| dc.description.abstract | Elaboration is the manner in which learners embellish and encode knowledge. For elaborations to facilitate learning and enhance memory, they must be precise and represent a non-arbitrary association between the to-be-learned material and the learner's prior knowledge. The study described here sought to assess the effect of precise and imprecise elaborations on the science learning of successful and unsuccessful secondary science students | |
| dc.description.sponsorship | National Association for Research in Science Teaching Conference, 60th, Washington, DC, 23-25 Apr., 1987 | |
| dc.description.sponsorship | ||
| dc.extent | ||
| dc.identifier.other | 795 | |
| dc.identifier.uri | https://hdl.handle.net/2139/52896 | |
| dc.publisher | ||
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.source | ||
| dc.source.uri | ||
| dc.subject.other | Learning styles | |
| dc.title | Elaborations: Differences in metacognitive behaviour of successful and less successful science students in Trinidad | |
| dc.type |