Drupal-Biblio17<style face="normal" font="default" size="100%">SCIENTIFIC INQUIRY, SCIENCE LEARNING STRATEGIES, AND SCIENTIFIC DECISION-MAKING: THE MODERATED MEDIATION ROLE OF SCIENCE SELF-EFFICACY</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">UNCOVERING LOWER SECONDARY SCHOOL STUDENTS’ APPROACHES DURING BIOLOGICAL OBSERVATION</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">BRIDGING THE INDIVIDUAL AND THE SYSTEM: PRESCHOOL TEACHERS’ AGENCY IN IMPLEMENTATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD SETTINGS IN SOUTH-EASTERN EUROPE</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">EARLY CHILDHOOD EDUCATION FOR SUSTAINABILITY IN PRESCHOOLS WITH ECO-PROGRAMS: IMPLEMENTATION AND LEARNING OUTCOMES</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">THE GENDER GAP IN LOWER SECONDARY SCHOOL PHYSICS COMPETITIONS: CONSIDERING NUMERIC AND SYMBOLIC PROBLEMS </style>
Drupal-Biblio17<style face="normal" font="default" size="100%">RESEARCH LITERACY, SOCIO-SCIENTIFIC REASONING, AND PROBLEM-SOLVING SKILLS IN SCIENCE TEACHERS</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">SCIENCE COMMUNICATION AND EPISTEMIC TRUST THROUGH SCIENCE EDUCATION: THE MODERATED MEDIATION ROLE OF EPISTEMIC RESPONSIBILITY</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">SCIENCE IDENTITY AND SCIENCE CAPITAL: EMPIRICAL MAPPING FROM THE PARTICIPATION IN SCIENCE AT SECONDARY SCHOOLS </style>
Drupal-Biblio17<style face="normal" font="default" size="100%">SCIENTIFIC CURIOSITY AND CRITICAL THINKING THROUGH SCIENTIFIC COLLABORATION: THE MODERATED MEDIATION ROLE OF SCIENTIFIC INQUIRY</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">CRITICAL AND CREATIVE THINKING IN SCIENCE TEACHERS: THE MODERATING ROLE OF EPISTEMOLOGY</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">MULTILINGUAL EDUCATION IN LIFE SCIENCES: TEACHERS' AND LEARNERS' BELIEFS ABOUT CODE-SWITCHING </style>
Drupal-Biblio17<style face="normal" font="default" size="100%">PREDICTING SITUATIONAL INTEREST BY INDIVIDUAL INTEREST AND INSTRUCTIONAL ACTIVITIES IN PHYSICS LESSONS: AN EXPERIENCE SAMPLING APPROACH</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">SIMULATION-BASED AND VIDEO-BASED APPROACHES TO DIVERSIFYING PHYSICS HOMEWORK </style>
Drupal-Biblio17<style face="normal" font="default" size="100%">PRE-SERVICE CHEMISTRY TEACHERS’ PROFESSIONAL VISION DEVELOPMENT: THE EFFECT OF LESSON-OBSERVATION PRACTICE </style>
Drupal-Biblio17<style face="normal" font="default" size="100%">PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS’ PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">STEM EDUCATION IN ECO-FARMING SUPPORTED BY ICT AND MOBILE APPLICATIONS</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">TEACHING UPPER-SECONDARY STUDENTS ABOUT CONSERVATION OF MECHANICAL ENERGY: TWO VARIANTS OF THE SYSTEM APPROACH TO ENERGY ANALYSIS</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">PRIMARY AND SECONDARY SCHOOL STUDENTS’ KNOWLEDGE RELATED TO RENEWABLE ENERGY AND SOME OF ITS INFLUENCING FACTORS</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">TEACHING ABOUT ROLLING MOTION: EXPLORING THE EFFECTIVENESS OF AN EXTREME CASE REASONING APPROACH</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">DETERMINING THE EFFECTIVENESS OF A DESIGN–BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">MUCH MORE THAN OLD WINE IN NEW SKINS: STUDENTS’ AND ADULTS’ KNOWLEDGE ON GRAPEVINE AND VINEYARDS AS A STARTING POINT FOR NEW TOPICS IN SCHOOL</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">CZECH HIGH SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT BASIC GENETIC CONCEPTS: PRELIMINARY RESULTS</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS’ SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">THE EXPANSION THERMOMETER IN PRESCHOOLERS’ THINKING</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">THE USE OF REALIA VERSUS POWERPOINT PRESENTATIONS ON BOTANY LESSONS</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">FACTORS EXPLAINING GYMNASIUM STUDENTS’ TECHNOLOGY RELATED CAREER ORIENTATIONS</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">FOSTERING SCIENCE PROCESS SKILLS AND IMPROVING ACHIEVEMENT THROUGH THE USE OF MULTIPLE MEDIA</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">DESIGNING LEARNING OBJECTS: A GENRE-BASED APPROACH</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">MENTAL REPRESENTATIONS OF NINTH GRADE STUDENTS: THE CASE OF THE PROPERTIES OF THE MAGNETIC FIELD</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">FOLLOWING THE LOGIC OF STUDENT THINKING PATTERNS ABOUT ATOMIC ORBITAL STRUCTURES</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">INFORMATION COMMUNICATION TECHNOLOGIES IN NATURAL SCIENCE EDUCATION: SITUATIONAL ANALYSIS AND PROSPECTS IN BALTIC COUNTRIES</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">THE SECONDARY SCHOOL LEARNERS‘ INTERACTION (FORMS 5 - 12) WITH NATURE: THE SEMANTIC STRUCTURE OF ATTITUDES IN TERMS OF LIFE PROTECTION</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">THE CHARACTERISTICS OF THE LEARNERS’ (FORMS 5 TO 12) INTERACTION WITH NATURE: THE EVALUATION ASPECTS OF BEHAVIOURAL SITUATIONS</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">ASPECTS OF CONSTRUCTIVISM</style>
Drupal-Biblio17<style face="normal" font="default" size="100%">QUESTIONS OF CHEMICAL CONTENT IN THE INTEGRATED COURSES OF NATURAL SCIENCES</style>