| Evaluation of Teachers’ Opinions on Aiming to Upskill the Primary School Students with the Life Skills in Science Curriculum | Elif ÖZATA YÜCEL, Büşra Melis KANYILMAZ | 10–33 |
| The Evaluation of the Views of the Students from Environmental Engineering on Global Warming in Terms of Critical Thinking Trends and Emotional Intelligence Levels | Bahanur MALAK AKGÜN, Mustafa AKGÜN, Necla BALIK | 34–61 |
| Eğitim Örgütlerinde İnformal İletişim Araçları Olarak Söylenti ve Dedikodunun Yönetimi | Beyza HİMMETOĞLU, Coşkun BAYRAK, Damla AYDUĞ | 62–85 |
| The Case of Time Axis Fallacy: 11th Grade Students’ Intuitively-based Misconception in Probability and Teachers’ Corresponding Practices | Mehmet Fatih ÖÇAL | 86–105 |
| The Learning Experiences of Nursing Students in Surgical Clinics Reflected in Reflection Reports | Buket ÇELİK, Hale TURHAN DAMAR, Yaprak SARIGÖL ORDİN, Özlem BİLİK | 106–120 |
| Opinions of Fifth Grade Science Teachers about the 2017 Science Curriculum | Pınar URAL KELEŞ | 121–142 |
| Flipped Classroom 2.0: Producing and Synthesising the Knowledge | Hasan UÇAR, Aras BOZKURT | 143–157 |
| Identification of Requirements of Primary School Teacher Candidates for Science Education | Meral GÜVEN, Funda ÇIRAY ÖZKARA | 158–184 |
| Investigation of the Opinions of a Waldorf Kindergarden on the Different Aspects of Mission, Vision and Differentiations in Turkey | Fatma ÜNAL, Ceren KOCA | 185–206 |
| Investigation of the Opinions of a Waldorf Kindergarden on the Different Aspects of Mission, Vision and Differentiations in Turkey | Ceren KOCA, Fatma ÜNAL | 185–206 |
| Turkish Education Writing Process: Digital Storytelling | Gökhan DAYAN, Pınar GİRMEN | 207–228 |
| Family Involvement in Preschool Education: What Do Teachers Think and Do? | Mehmet TORAN, Zeliha ÖZGEN | 229–245 |
| The Roles of Technology in the Classroom According To Teacher, Student and School Administrator: Who Wants Technology in the Classroom and Why? |