Eurasia Journal of Mathematics, Science and Technology Education

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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APA

Kibga, E. S., Gakuba, E., & Sentongo, J. (2021). Developing Students’ Curiosity Through Chemistry Hands-on Activities: A Case of Selected Community Secondary Schools in Dar es Salaam, Tanzania. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1962. https://doi.org/10.29333/ejmste/10856

Vancouver

Kibga ES, Gakuba E, Sentongo J. Developing Students’ Curiosity Through Chemistry Hands-on Activities: A Case of Selected Community Secondary Schools in Dar es Salaam, Tanzania. EURASIA J Math Sci Tech Ed. 2021;17(5):em1962. https://doi.org/10.29333/ejmste/10856

AMA

Kibga ES, Gakuba E, Sentongo J. Developing Students’ Curiosity Through Chemistry Hands-on Activities: A Case of Selected Community Secondary Schools in Dar es Salaam, Tanzania. EURASIA J Math Sci Tech Ed. 2021;17(5), em1962. https://doi.org/10.29333/ejmste/10856

Chicago

Kibga, Esther Samwel, Emmanuel Gakuba, and John Sentongo. "Developing Students’ Curiosity Through Chemistry Hands-on Activities: A Case of Selected Community Secondary Schools in Dar es Salaam, Tanzania". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 5 (2021): em1962. https://doi.org/10.29333/ejmste/10856

Harvard

Kibga, E. S., Gakuba, E., and Sentongo, J. (2021). Developing Students’ Curiosity Through Chemistry Hands-on Activities: A Case of Selected Community Secondary Schools in Dar es Salaam, Tanzania. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1962. https://doi.org/10.29333/ejmste/10856

MLA

Kibga, Esther Samwel et al. "Developing Students’ Curiosity Through Chemistry Hands-on Activities: A Case of Selected Community Secondary Schools in Dar es Salaam, Tanzania". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 5, 2021, em1962. https://doi.org/10.29333/ejmste/10856