<style face="normal" font="default" size="100%">INTEGRATING PEER SCAFFOLDING INTO GUIDED INQUIRY LEARNING TO ENHANCE SCIENTIFIC LITERACY AND CRITICAL THINKING AMONG PRE-SERVICE ELEMENTARY SCHOOL TEACHERS</style>

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<style face="normal" font="default" size="100%">INTEGRATING PEER SCAFFOLDING INTO GUIDED INQUIRY LEARNING TO ENHANCE SCIENTIFIC LITERACY AND CRITICAL THINKING AMONG PRE-SERVICE ELEMENTARY SCHOOL TEACHERS</style>

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<style face="normal" font="default" size="100%">FEASIBILITY AND EFFECTIVENESS OF CULTURALLY SUSTAINING INQUIRY-BASED LEARNING INTEGRATED WITH SOCIO-SCIENTIFIC ISSUES FOR ENHANCING CRITICAL THINKING ON CLIMATE CHANGE</style>

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<style face="normal" font="default" size="100%">SCIENTIFIC CURIOSITY AND CRITICAL THINKING THROUGH SCIENTIFIC COLLABORATION: THE MODERATED MEDIATION ROLE OF SCIENTIFIC INQUIRY</style>

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<style face="normal" font="default" size="100%">APPLICATION OF RASCH MODEL IN TWO-TIER TEST FOR ASSESSING CRITICAL THINKING IN PHYSICS EDUCATION</style>

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<style face="normal" font="default" size="100%">ASSESSING LOWER-SECONDARY SCHOOL STUDENTS' CRITICAL THINKING SKILLS IN PHOTOSYNTHESIS: A RASCH MODEL APPROACH</style>

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<style face="normal" font="default" size="100%">ENHANCING CRITICAL THINKING SKILLS THROUGH STEM PROBLEM-BASED CONTEXTUAL LEARNING: AN INTEGRATED E-MODULE EDUCATION WEBSITE WITH VIRTUAL EXPERIMENTS</style>

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<style face="normal" font="default" size="100%">SOME ISSUES CONCERNING THE USE OF DIDACTICS OF BIOLOGY</style>

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<style face="normal" font="default" size="100%">THE EFFECTS OF CRITIQUE-DRIVEN INQUIRY INTERVENTION ON STUDENTS’ CRITICAL THINKING AND SCIENTIFIC INQUIRY COMPETENCY</style>

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<style face="normal" font="default" size="100%">EFFECTS OF MICROTEACHING MULTIPLE-REPRESENTATION PHYSICS LESSON STUDY ON PRE-SERVICE TEACHERS’ CRITICAL THINKING</style>

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<style face="normal" font="default" size="100%">EFFECT OF PROBLEM-BASED LEARNING ON IMPROVEMENT PHYSICS ACHIEVEMENT AND CRITICAL THINKING OF SENIOR HIGH SCHOOL STUDENT</style>

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<style face="normal" font="default" size="100%">THE EFFECTS OF PROBLEM-BASED LEARNING WITH THINKING MAPS ON FIFTH GRADERS’ SCIENCE CRITICAL THINKING</style>

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<style face="normal" font="default" size="100%">THE IMPACT OF THE DEVELOPMENT OF PROSPECTIVE TEACHERS’ CRITICAL THINKING SKILLS ON SCIENTIFIC ARGUMENTATION TRAINING AND ON THEIR ABILITY TO CONSTRUCT AN ARGUMENT</style>