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DC Field | Value | Language |
---|---|---|
dc.contributor.author | هبة مركون | - |
dc.contributor.author | عبد الوهاب جناد | - |
dc.date.accessioned | 2020-11-10T07:58:55Z | - |
dc.date.available | 2020-11-10T07:58:55Z | - |
dc.date.issued | 2020-09-30 | - |
dc.identifier.issn | 2170-1121 | - |
dc.identifier.uri | http://dspace.univ-ouargla.dz/jspui/handle/123456789/24224 | - |
dc.description | Revue des Sciences Sociales et Humaines | en_US |
dc.description.abstract | The study aimed to uncover the role of using meta-cognitive learning strategies to acquire the competencies of the subject of science for students in the final section, and this is by examining the theoretical inheritance, relying on a descriptive approach, and applying the tools of the study, which are standards of meta-cognitive learning strategies, and the competencies of the study sample (300 Educated. A simple random sample was collected data obtained from statistically processed using statistical techniques (applying the spss program and T-test) and was analyzed and extracting a set of results represented in: There is a statistically significant difference between the average of the group of students with low use and high use of strategies: meta-learning (All), the monitoring strategy, and the evaluation strategy on the scale of science competencies for the benefit of high-use individuals | en_US |
dc.language.iso | other | en_US |
dc.relation.ispartofseries | numéro 43 SSH V12 N3 B; | - |
dc.subject | competency approach | en_US |
dc.subject | science competencies | en_US |
dc.subject | metacognitive Learning strategies | en_US |
dc.title | Met cognitive learning strategies (observation and evaluation) and their effect on acquiring the competencies of science subject for students of the final section | en_US |
dc.type | Article | en_US |
Appears in Collections: | numéro 43 SSH V12 N3 B 2020 |
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