<style face="normal" font="default" size="100%">EXAMINING THE PHYSICS CONCEPTIONS, SCIENCE ENGAGEMENT AND MISCONCEPTIONS OF UNDERGRADUATE STUDENTS IN STEM</style>

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<style face="normal" font="default" size="100%">EXAMINING THE PHYSICS CONCEPTIONS, SCIENCE ENGAGEMENT AND MISCONCEPTIONS OF UNDERGRADUATE STUDENTS IN STEM</style>

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<style face="normal" font="default" size="100%">COMPARING PRE-SERVICE PRIMARY SCHOOL TEACHERS’ AND LOWER-SECONDARY LEARNERS’ UNDERSTANDING THE PARTICULATE NATURE OF MATTER</style>

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<style face="normal" font="default" size="100%">FOURTEEN-YEAR-OLD STUDENTS' MISCONCEPTIONS REGARDING THE SUB-MICRO AND SYMBOLIC LEVELS OF SPECIFIC CHEMICAL CONCEPTS</style>

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<style face="normal" font="default" size="100%">IDENTIFYING MENTAL MODELS OF STUDENTS FOR PHYSICAL AND CHEMICAL CHANGE</style>

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<style face="normal" font="default" size="100%">TEACHING ABOUT ROLLING MOTION: EXPLORING THE EFFECTIVENESS OF AN EXTREME CASE REASONING APPROACH</style>

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<style face="normal" font="default" size="100%">CZECH HIGH SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT BASIC GENETIC CONCEPTS: PRELIMINARY RESULTS</style>

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<style face="normal" font="default" size="100%">A LEARNING EXERCISE USING SIMPLE AND REAL-TIME VISUALIZATION TOOL TO COUNTER MISCONCEPTIONS ABOUT ORBITALS AND QUANTUM NUMBERS</style>

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<style face="normal" font="default" size="100%">CONCEPTUAL CHANGE ACTIVITIES ALLEVIATING MISCONCEPTIONS ABOUT ELECTRIC CIRCUITS</style>

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<style face="normal" font="default" size="100%">INVESTIGATING GRADE 10 LEARNERS’ ACHIEVEMENTS IN PHOTOSYNTHESIS USING CONCEPTUAL CHANGE MODEL</style>

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<style face="normal" font="default" size="100%">PROSPECTIVE TEACHERS’ MISCONCEPTIONS ABOUT CLASSIFICATION OF PLANTS AND CHANGES IN THEIR MISCONCEPTIONS DURING PRE-SERVICE EDUCATION</style>

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<style face="normal" font="default" size="100%">ARE STORKS HOMOSEXUALS? PERSISTENCE OF MISCONCEPTIONS AMONG UNIVERSITY STUDENTS</style>

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<style face="normal" font="default" size="100%">COMPARATIVE ANALYSIS OF THE EFFECTIVENESS OF 4MAT TEACHING METHOD IN REMOVING PUPILS’ PHYSICS MISCONCEPTIONS OF ELECTRICITY</style>

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<style face="normal" font="default" size="100%">INVESTIGATING THE EFFECTIVENESS OF PREDICT-OBSERVE- EXPLAIN STRATEGY ON TEACHING PHOTO ELECTRICITY TOPIC</style>

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<style face="normal" font="default" size="100%">THE USE OF COOPERATIVE LEARNING IN DISPELLING STUDENT MISCONCEPTIONS ON CLIMATE CHANGE</style>

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<style face="normal" font="default" size="100%">THE EFFECT OF DUAL SITUATED LEARNING MODEL ON STUDENTS’ UNDERSTANDING OF PHOTOSYNTHESIS AND RESPIRATION CONCEPTS</style>

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<style face="normal" font="default" size="100%">TURKISH UNDERGRADUATE STUDENTS’ MISCONCEPTIONS ON ACIDS AND BASES</style>

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<style face="normal" font="default" size="100%">HIGH SCHOOL STUDENTS’ AND TRAINEE SCIENCE TEACHERS’ PERCEPTIONS OF OZONE LAYER DEPLETION</style>