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Title: The impact on students' self-efficacy and attainment of the explicit teaching of cognitive and metacognitive problem solving strategies in post-16 physics. The case for a GCE A-level physics course in an inner London Academy
Author: Mazorodze, R
ISNI:       0000 0004 6061 619X
Awarding Body: UCL Institute of Education (IOE)
Current Institution: University College London (University of London)
Date of Award: 2016
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Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available