| The Meaning of Life During the Covid-19 Pandemic: A Mixed Method Research | Samiye OGAN, Fatma Selda ÖZ SOYSAL, Aslı UZ BAŞ | 1–26 |
| The Meaning of Life During the Covid-19 Pandemic: A Mixed Method Research | Sevgi MORALI, Işıkhan UĞUREL, Şule KOÇYİĞİT | 27–51 |
| The Meaning of Life During the Covid-19 Pandemic: A Mixed Method Research | Ramazan ERTÜRK | 52–75 |
| Middle School Students’ Cognitive Structures About Mutation, Modification, and Adaptation Concepts: Drawing and Writing Technique | Şeyma BURSA, Gülcan ÇETİN, Ramazan ÇEKEN, Hasan ÖZCAN | 76–94 |
| Middle School Students’ Cognitive Structures About Mutation, Modification, and Adaptation Concepts: Drawing and Writing Technique | Oğuzhan NACAROĞLU, Oktay BEKTAS | 95–117 |
| Experiences of Teachers with Different Approaches to Information and Communication Technologies Teaching Life Sciences during the Pandemic Process | Özge GÖK, Emrullah AKCAN | 118–140 |
| The Mediating Effect of Resilience in the Relationship Between Perceived Social Support and Positive Emotion in the Covid-19 Era | Aykut GÜNLÜ | 141–158 |
| The Mediating Effect of Resilience in the Relationship Between Perceived Social Support and Positive Emotion in the Covid-19 Era | Ahmet Akif ERBAŞ, İrfan BAŞKURT | 159–185 |
| The Mediating Effect of Resilience in the Relationship Between Perceived Social Support and Positive Emotion in the Covid-19 Era | Emine ER, Emine DURMUŞ | 186–201 |
| The Mediating Effect of Resilience in the Relationship Between Perceived Social Support and Positive Emotion in the Covid-19 Era | Pinar ÇELİK DEMİRAY, Yavuz DURAK | 202–215 |
| The Mediating Effect of Resilience in the Relationship Between Perceived Social Support and Positive Emotion in the Covid-19 Era | Adil KAVAL, Diğdem SİYEZ | 216–233 |
| The Mediating Effect of Resilience in the Relationship Between Perceived Social Support and Positive Emotion in the Covid-19 Era | Birol SUSAM, Sertan TALAS, Mustafa Şahin BÜLBÜL | 234–251 |
| Examining Current Trends in Student Engagement Studies | Yusuf YILDIRIM, Hakan ALTINPULLUK | 252–273 |
| Burnout in Parents of Children with Special Needs: The Role of Family Stress, Family Life Satisfaction and Family Functionality | Gökhan GÜLER, Ahmet BEDEL, Süleyman ÇELİK | 274–292 |
| Burnout in Parents of Children with Special Needs: The Role of Family Stress, Family Life Satisfaction and Family Functionality | Şennur DEMİR, Özlem BAŞ | 293–315 |
| The Role of Relational-Individual-Collective Self and Parental Attitude in Predicting the Need for Social Approval | Aylin SALTÜRK | 316–334 |
| Examining the Questions Asked by the Science Teachers Participated in the Context-Based Question Writing Training in the Written Exams | Bestami Buğra ÜLGER, Mehmet Emir AR, Serhan SARIOĞLU | 335–353 |
| Covid-19 through the Eyes of Teachers and School Administrators: Crisis Management | Yaşar YAVUZ, Ezgi ÇETİN | 354–377 |
| Covid-19 through the Eyes of Teachers and School Administrators: Crisis Management | Sema CİVAN GÖKKAYA | 378–399 |
| Bibliometric Profile of Postgraduate Theses in the Field of Algebra Learning in Turkey (2011-2021) | Deniz KAYA, Cenk KEŞAN | 400–421 |
| Bibliometric Profile of Postgraduate Theses in the Field of Algebra Learning in Turkey (2011-2021) | Meltem GÖKDAĞ BALTAOĞLU | 422–432 |
| Bibliometric Profile of Postgraduate Theses in the Field of Algebra Learning in Turkey (2011-2021) | Nurullah ŞİMŞEK, Kamer ARSLAN | 433–449 |
| Bibliometric Profile of Postgraduate Theses in the Field of Algebra Learning in Turkey (2011-2021) | Havva Nur ŞERBETÇİ, Yasemin BÜYÜKŞAHİN | 450–480 |
| The Opinions of The Pre-Service Science Teachers About Laboratory Environment | Gülfem Dilek YURTTAŞ KUMLU | 481–501 |
| The Opinions of The Pre-Service Science Teachers About Laboratory Environment | Sami Emrah GEREKTEN | 502–524 |
| Çalgı Çalma Sürecini Etkileyen Faktörlerin İncelenmesi | Sadullah Serkan ŞEKER | 525–543 |
| Review of STEM Education in K-12 Education in Turkey | Kibar SUNGUR GÜL, Aslı SAYLAN KIRMIZIGÜL, Huseyin ATES | 544–568 |
| Investigation of University Students' Internet Addiction Levels and Social Media Use Characteristics: A Descriptive Study | Nükhet HOTAR, Zekavet TOPÇU KABASAKAL, Gülçin UYANIK, Medine YILMAZ, Emel KURUOĞLU KANDEMİR, Kadir DEMİR, Orkide BAKALIM, İsmail CANOĞLU, Tolga GÜNVAR, Pınar ÖZER | 569–580 |
| Investigation of University Students' Internet Addiction Levels and Social Media Use Characteristics: A Descriptive Study | Hande GÜNGÖR, Hülya GÜLAY OGELMAN | 581–599 |
| Pre-Service Primary School Teachers’ Beliefs, Understanding and Intentions towards STEM Education: A Tool Adaptation Study | Alper YORULMAZ, Hasan Zühtü OKULU | 600–617 |
| Sınıf Öğretmenlerinin Pandemi Sürecinde Uzaktan Eğitimde Sınıf Yönetimi ve İletişime Yönelik Görüşleri | Sıla ŞEKER, Özlem KANKANAT, Emra Nur ELMALI | 618–645 |
| Ergenlerde İyi Oluşun Yordanmasında Bilişsel Esneklik ve Öz-Şefkatin Rolü | Nursel TOPKAYA, Zeynep KÖKSAL, Sefa BAYRAM | 646–662 |
| Opinions of Students in Social Sciences High Schools About Musıc Lessons: The Example of The Province of Bursa | Nur Didem TAŞKIRAN, Ajda ŞENOL SAKİN | 663–687 |
| Examination of Private Lesson Processing Processes | Ayşe Betül AKDEMİR, Abdurrahman KILIÇ | 688–715 |
| Experiences of Takers of PPSE Social Studies Teaching Field Knowledge Test | İlker DERE, Emine DEMİRCİ | 716–733 |