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<style face="normal" font="default" size="100%">RASCH MODELLING TO EVALUATE REASONING DIFFICULTIES, CHANGES OF RESPONSES, AND ITEM MISCONCEPTION PATTERN OF HYDROLYSIS</style>

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<style face="normal" font="default" size="100%">DETERMINING BIOLOGY TEACHER CANDIDATES' CONCEPTUAL STRUCTURES ABOUT ENERGY AND ATTITUDES TOWARDS ENERGY</style>

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<style face="normal" font="default" size="100%">TURKISH STUDENT BIOLOGY TEACHERS' CONCEPTUAL STRUCTURES AND SEMANTIC ATTITUDES TOWARDS MICROBES</style>

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<style face="normal" font="default" size="100%">THE EFFECT OF UNIVERSITY PROCESS IN IMPROVING THE MISCONCEPTIONS OF PRE-SERVICE SCIENCE TEACHERS ABOUT MOTION</style>

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<style face="normal" font="default" size="100%">PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE LEVEL ABOUT SOME BASIC AIR POLLUTANTS</style>

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<style face="normal" font="default" size="100%">PROSPECTIVE SCIENCE TEACHERS’ CONCEPTIONS OF THE SOLUTION CHEMISTRY</style>

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<style face="normal" font="default" size="100%">FOLLOWING THE LOGIC OF STUDENT THINKING PATTERNS ABOUT ATOMIC ORBITAL STRUCTURES</style>

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<style face="normal" font="default" size="100%">THE EFFECTS OF CONCEPT MAPPING INSTRUCTION ON OVERCOMING 9th GRADE STUDENTS’ MISCONCEPTIONS ABOUT DIFFUSION AND OSMOSIS</style>

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<style face="normal" font="default" size="100%">PUPILS’ MISCONCEPTIONS ABOUT MAMMALS</style>

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<style face="normal" font="default" size="100%">STUDENTS’ IDEAS ABOUT THE HUMAN BODY: DO THEY REALLY DRAW WHAT THEY KNOW?</style>