| Konuşma bozukluğu olan çocukların ve ailelerinin kaygı ve umutsuzluk düzeyleri | Meral DERMAN TANER, Ömür SADİOĞLU, Nigar İPEK | 23–30 |
| Examination of human figure drawings by gifted and normally developed children at preschool period | H. Elif DAĞLIOĞLU, Saniye KANGAL BENCİK, Fatma ÇALIŞANDEMİR, Meral ALEMDAR | 31–43 |
| 4 ve 5. sınıf İngilizce öğretim programının değerlendirilmesi | Özge KÜÇÜK, Ece TOPKAYA ZEHİR | 52–65 |
| The effect of using interactive unit for individualizing mathematics teaching on mathematics success and attitude | Ahmet Şükrü ÖZDEMİR, Ali Rıza KÜPCÜ | 66–78 |
| The prevalence of aggressive and violent behaviors among elementary school students | Aslı BAŞ UZ, Zekavet KABASAKAL TOPÇU | 93–105 |
| The effect of metacognitive strategies instructed through cognitive coaching on the metacognitive skills and retention in 6th grade social studies lesson | Özden DEMİR, Ahmet DOĞANAY | 106–127 |
| Two brilliant children in the field of piano and violin İdil Biret-Suna Kan (visions and suggestions) | Elif GÜVEN, Burcu SEZİNSOY | 128–135 |
| An analysis of the elementary school mathematics curriculum and presentation of geometry concepts in textbooks | Veli TOPTAŞ | 136–149 |
| A comparison of primary school teachers and special primary school teachers' job satisfaction levels | Durak TOPRAK, İhan GÜNBAYI | 150–169 |
| A comparison of differential scoring methods for multiple choice tests in terms of classical test and item response theories | Göksu ÇITAK GÖZEN | 170–187 |
| The scale for determining the views of primary school students about the existence domain of scientific knowledge | Gül ÇOBAN ÜNAL, Ömer ERGİN | 188–202 |
| The effects of social skills' training on elementary school students' social adjustment | Zekavet KABASAKAL, Neslihan ÇELİK | 203–212 |
| The greenhouse effect misconceptions of the elementary school teacher candidates |