| Planning educational activities and teaching strategies on constructing a conservation educational module | Dimitrios I. DIMOPOULOS, Stefanos PARASKEVOPOULOS, John D. PANTIS | 351–364 |
| Writing right: Enhancing student engagement and performance in an ecology course | Ingrid A. M. MACLAREN, Dale WEBBER | 365–380 |
| The effect of sociocognitive conflict on students' dialogic argumentation about floating and sinking | Michael SKOUMIOS | 381–399 |
| Education for sustainable development: Liberation or indoctrination? An assessment of faculty members' attitudes and classroom practices | Ahmad Mohammad, Jamal Abu AL-RUZ, Samer KHASAWNEH, Aieman AL_OMARI | 401–417 |
| Integrating basic analytical methods and computer-interface technology into an environmental science water quality lab improves student attitude | Kathleen CARVALHO KNIGHTON, Joseph M. SMOAK | 419–428 |
| Conceptual problems in biology-related topics in primary science and technology textbooks in Turkey | Fulya ÖZTAŞ, Osman ÇARDAK, Musa DİKMENLİ | 429–440 |
| Paleoecology: An untapped resource for teaching environmental change | Diana J. RAPER, Holli ZANDER | 441–447 |