| Macro and micro knowledge levels for chemistry teaching in terms of reductionism | Davut SARITAŞ, Yüksel TUFAN | 165–192 |
| Sınavlardaki psikolojik unsurlar: Soru yazma ve soruyu algılamadaki uyuşmazlıklar | Mehmet ÖZCAN | 193–210 |
| Determining biology student teachers’ cognitive structure on the concept of “enzyme” | Hakan KURT | 211–243 |
| The determination of the reading levels of the first year students in vocational schools at Bülent Ecevit University Sample | Sadettin KEKLİK, Celal Can ÇAKMAKÇI | 245–268 |
| The relationship between the power sources of the lectures and the organizational identification of the prospective teachers: The mediator role of the intrinsic motivation | Asım ÖZDEMİR | 269–291 |
| Lise öğrencilerinin okul yaşamının niteliğine ilişkin algılarının okul bağlılıkları üzerine etkisi | Murat ÖZDEMİR, Hakkı KALAYCI | 293–315 |
| Adaptation of environmental Behavior scale to Turkish | Mehmet YILMAZ, Serkan TİMUR | 317–333 |
| Defining social studies teacher education geography standards: An implication of delphi technique | Ebru GENÇTÜRK, Yavuz AKBAŞ | 335–353 |
| The effect of argumentative writing instruction on critical thinking tendency and writing anxiety of pre- service teachers | Filiz CİVELEK, Ebubekir ÇAKMAK | 355–371 |
| Pre-service teachers’ social entrepreneurship qualifications scale: Validity and reliability study | Tuğba KONAKLI, Nur GÖĞÜŞ | 373–391 |
| The development of "self efficacy scale for environmental education": A study of validity and reliability | Ali GÜL, Melike KESKİN ÖZER, Gamze ÖZLÜ | 393–410 |
| Development of environmental problems attitude scale and determination of teacher candidates’ attitudes | Ezgi GÜVEN | 411–430 |
| Fine arts education and graphic design course as a part of general education and related professional areas | Abbas KETİZMEN |