<style face="normal" font="default" size="100%">COMPARISON OF SCHOOL BASED-COOPERATIVE PROBLEM BASED LEARNING (SB-CPBL) AND CONVENTIONAL TEACHING ON STUDENTS’ ATTITUDES TOWARDS SCIENCE</style>

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<style face="normal" font="default" size="100%">COMPARISON OF SCHOOL BASED-COOPERATIVE PROBLEM BASED LEARNING (SB-CPBL) AND CONVENTIONAL TEACHING ON STUDENTS’ ATTITUDES TOWARDS SCIENCE</style>

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<style face="normal" font="default" size="100%">EFFECT OF SCAFFOLDING STRATEGIES ON HIGHER-ORDER THINKING SKILLS IN SCIENCE CLASSROOM</style>

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<style face="normal" font="default" size="100%">EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING</style>

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<style face="normal" font="default" size="100%">A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS</style>

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<style face="normal" font="default" size="100%">TAKE-HOME-EXPERIMENT: ENHANCING STUDENTS’ SCIENTIFIC ATTITUDE</style>

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<style face="normal" font="default" size="100%">THE EFFECT OF KAYEU LEARNING OUTSIDE THE CLASSRROM PRIMARY SCIENCE MODULE ON INTRINSIC MOTIVATION OF INDIGENOUS LEARNERS</style>

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<style face="normal" font="default" size="100%">BITARA-STEMTM TRAINING OF TRAINERS’ PROGRAMME: IMPACT ON TRAINERS’ KNOWLEDGE, BELIEFS, ATTITUDES AND EFFICACY TOWARDS INTEGRATED STEM TEACHING</style>

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<style face="normal" font="default" size="100%">CONCEPT MAPPING IN CHEMISTRY LESSONS: TOOLS FOR INCULCATING THINKING SKILLS IN CHEMISTRY LEARNING</style>

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<style face="normal" font="default" size="100%">FOSTERING SCIENCE PROCESS SKILLS AND IMPROVING ACHIEVEMENT THROUGH THE USE OF MULTIPLE MEDIA</style>