| Increasing middle school student interest in STEM careers with videos of scientists | Vanessa L WYSS, Diane HEULSKAMP, Cathy J SİEBERT | 501–522 |
| A comparative analysis of numbers and biology content domains between Turkey and the USA | Lütfi INCİKABİ, Sinan OZGELEN, Hartono TJOE | 523–536 |
| Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? | Maria OJALA | 537–561 |
| When metaphors come to life – at the interface of external representations, molecular phenomena, and student learning | Mari Stadig DEGERMAN, Caroline LARSSON, Jan ANWARD | 563–580 |
| Two approaches for analyzing students’ competence of ‘evaluation’ in group discussions about climate change | Ingo EİLKS, Timo FEİERABEND, Marc STUCKEY, Sarah NİENABER | 581–598 |
| Inquiry based teaching in Turkey: A content analysis of research reports | M. Diyaddin YAŞAR, Aydın KIZILASLAN, Mustafa SÖZBİLİR | 599–617 |
| Loss of biodiversity and climate change as presented in biology curricula for Ethiopian schools: Implications for action-oriented environmental education | Aklilu DALELO | 619–638 |
| What trends do Turkish biology education studies indicate? | Ragıp ÇAVUŞ, Muammer ÇALIK | 639–649 |
| The Role of Public Policy in K-12 Science Education | Larry D. YORE, Michael HAMMOND-TODD | 651–657 |