Works matching IS 1450104X AND DT 2022 AND VI 33 AND IP 3
Results: 10
Flipped Learning Model - Learning Style Interaction: Supporting Pre-service Teachers on Science Teaching Methods and Personal Epistemologies.
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- Science Education International, 2022, v. 33, n. 3, p. 323, doi. 10.33828/sei.v33.i3.8
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Science Teachers' Perceptions of Integration of M-Learning into Class Instructions in Kwara State, Nigeria.
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- Science Education International, 2022, v. 33, n. 3, p. 335, doi. 10.33828/sei.v33.i3.9
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Effects of Blending Virtual and Real Laboratory Experimentation on Pre-Service Physics Teachers' Attitudes Toward Physics Electricity and Magnetism Laboratories.
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- Science Education International, 2022, v. 33, n. 3, p. 313, doi. 10.33828/sei.v33.i3.7
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Didactic Handout on Nature of Science: Toward Effective Teaching of Physical Science Curriculum.
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- Science Education International, 2022, v. 33, n. 3, p. 306, doi. 10.33828/sei.v33.i3.6
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The Comparison of Distance Physics Education Applications and Practices and Determining the Problems.
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- Science Education International, 2022, v. 33, n. 3, p. 296, doi. 10.33828/sei.v33.i3.5
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- Article
Chemistry Teacher Trainees' use of Molecular Models in Learning Spiro and Bicyclic Compounds.
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- Science Education International, 2022, v. 33, n. 3, p. 291, doi. 10.33828/sei.v33.i3.4
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Application of Online Pedagogy to Enhance Undergraduates' Learning Outcomes in Chemistry.
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- Science Education International, 2022, v. 33, n. 3, p. 284, doi. 10.33828/sei.v33.i3.3
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The Image of Chemistry and a Stereotypical View on Chemists as Important Factors for a Chemistry-Related Career Choice of Students.
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- Science Education International, 2022, v. 33, n. 3, p. 276, doi. 10.33828/sei.v33.i3.2
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Strategies to Scaffold Students' Inquiry Learning in Science.
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- Science Education International, 2022, v. 33, n. 3, p. 267, doi. 10.33828/sei.v33.i3.1
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Editorial.
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- Science Education International, 2022, v. 33, n. 3, p. 264, doi. 10.33828/sei.v33.i3.e
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- Article