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Journal of Science Education…

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Designing a Context-Driven Problem-Solving Method with Metacognitive Scaffolding Experience Intervention for Biology Instruction

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Merga Dinssa Eticha; Adula Bekele Hunde; Tsige Ketema – Journal of Science Education and Technology, 2024

Learner-centered instructional practices, such as the metacognitive strategies scaffolding the problem-solving method for Biology instruction, have been shown to promote students' autonomy and self-direction, significantly enhancing their understanding of scientific concepts. Thus, this study aimed to elucidate the importance and procedures of…

Descriptors: Foreign Countries, Secondary School Science, Secondary School Students, Secondary School Teachers