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<style face="normal" font="default" size="100%">THE EFFECT OF INQUIRY-BASED LEARNING ON GIFTED AND TALENTED STUDENTS’ UNDERSTANDING OF ACIDS-BASES CONCEPTS AND MOTIVATION</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%">THE EFFECTS OF ORGANIC CHEMISTRY ANXIETY ON UNDERGRADUATE STUDENTS IN RELATION TO CHEMISTRY ATTITUDE AND ORGANIC CHEMISTRY ACHIEVEMENT</style>

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<style face="normal" font="default" size="100%">LINKING TEACHERS’ QUALITY AND STUDENT ACHIEVEMENT IN THE KINGDOM OF SAUDI ARABIA AND SINGAPORE: THE IMPACT OF TEACHERS’ BACKGROUND VARIABLES ON STUDENT ACHIEVEMENT</style>

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<style face="normal" font="default" size="100%">PREDICTING COLLEGE STUDENT ACHIEVEMENT IN SCIENCE COURSES</style>

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<style face="normal" font="default" size="100%">EFFECT OF TEACHING VIA MODELING ON ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING CONCERNING ELECTRICITY</style>

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<style face="normal" font="default" size="100%">INSTRUCTION OF PROBLEM SOLVING STRATEGIES: EFFECTS ON PHYSICS ACHIEVEMENT AND SELF-EFFICACY BELIEFS</style>

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<style face="normal" font="default" size="100%">USING THE IEA TIMSS TESTS TO COMPARE PUPILS’ SCIENCE EDUCATION ACHIEVEMENTS AT REGIONAL AND SCHOOL LEVELS</style>

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<style face="normal" font="default" size="100%">EVALUATION OF LATVIA’S SCIENCE EDUCATION IN THE IEA TIMSS AND OECD PISA FRAMEWORK</style>