Works matching IS 1450104X AND DT 2021 AND VI 32 AND IP 4
Results: 16
Teacher Trainees Perceptions of Think-Pair-Share Technique in Teaching Classification of Living Organisms in Colleges of Education - Ghana.
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- Science Education International, 2021, v. 32, n. 4, p. 368, doi. 10.33828/sei.v32.i4.12
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The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case.
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- Science Education International, 2021, v. 32, n. 4, p. 390, doi. 10.33828/sei.v32.i4.15
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The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case.
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- Science Education International, 2021, v. 32, n. 4, p. 390, doi. 10.33828/sei.v32.i4.15
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A Phenomenological Study on Students' Experiences in Learning Physics in an Online Class.
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- Science Education International, 2021, v. 32, n. 4, p. 384, doi. 10.33828/sei.v32.i4.14
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Education for Ethnic-racial Relations in the New Curriculum Guidelines and in the Common National Base for the Initial Training of Brazilian Teachers: Implications for the Teaching of Anti-racist Science and Biology.
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- Science Education International, 2021, v. 32, n. 4, p. 374, doi. 10.33828/sei.v32.i4.13
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An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness.
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- Science Education International, 2021, v. 32, n. 4, p. 358, doi. 10.33828/sei.v32.i4.11
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Ecological Knowledge of Pre-Service Science Teachers: Conceptual Interrelationships and Association with Senior High School Strand.
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- Science Education International, 2021, v. 32, n. 4, p. 353, doi. 10.33828/sei.v32.i4.10
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Assessing Secondary Students' Scientific Literacy: A Comparative Study of Suburban Schools in England and Malaysia.
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- Science Education International, 2021, v. 32, n. 4, p. 343, doi. 10.33828/sei.v32.i4.9
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The Perceptions of Senior High School Students and Teachers about Organic Chemistry: A Ghanaian Perspective.
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- Science Education International, 2021, v. 32, n. 4, p. 331, doi. 10.33828/sei.v32.i4.8
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Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning.
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- Science Education International, 2021, v. 32, n. 4, p. 323, doi. 10.33828/sei.v32.i4.7
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Effect of Online Science Course Supported with Web 2.0 Tools on the Academic Achievement of Fifth Grade Students and Student Opinions.
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- Science Education International, 2021, v. 32, n. 4, p. 311, doi. 10.33828/sei.v32.i4.6
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Teachers' Misconception Concerning Valence and Valency in Chemistry.
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- Science Education International, 2021, v. 32, n. 4, p. 308, doi. 10.33828/sei.v32.i4.5
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Senior High School Students' Self-Efficacy and its Relation to Engagement in Online Class Setting in a Private University in the South of Metro Manila.
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- Science Education International, 2021, v. 32, n. 4, p. 302, doi. 10.33828/sei.v32.i4.4
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Examining the Relationship between Prospective Preschool Teachers' Self-Efficacy Beliefs in Science Education and Learning Styles.
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- Science Education International, 2021, v. 32, n. 4, p. 292, doi. 10.33828/sei.v32.i4.3
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Scientific Practices in Science Education Publications: An Analysis of Research Contexts.
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- Science Education International, 2021, v. 32, n. 4, p. 282, doi. 10.33828/sei.v32.i4.1
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Editorial.
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- Science Education International, 2021, v. 32, n. 4, p. 279, doi. 10.33828/sei.v32.i4.e
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