| Lesson Study in Eritrea: Its Impact on Middle School Science Teachers’ Learning and Classroom Practice | Ali Suleman ABDELLA,Chris REDDY,Arend CARL | 1–26 |
| The Influence of Technological Pedagogical and Content Knowledge (TPACK) Approach on Science Literacy and Social Skills | Luthfia IRMİTA,Sri ATUN | 27–40 |
| Contribution toward Practical Design to Improve the Planning, Implementation, and Assessment of the Instruction of Chemistry Teachers | Jimmi COPRIADY,R. Usman RERY,Hutkemri ZULNAIDI,Masnaini ALIMIN | 41–50 |
| A Confirmatory Factor Analysis of Malaysian Primary School Students’ Energy Saving Practices | Hanifah MAHAT,Mohmadisa HASHİM,Nasir NAYAN,Yazid SALEH,Saiyidatina Balkhis NORKHAİDİ | 51–63 |
| Using an Explicit NOS Flow Map in Instruction of Nature of Science Based on the Science of Philosophy | Hun-Young OH,Norman G. LEDERMAN | 64–90 |
| The Effects of Educational Game-Integrated Group Research Method on Academic Achievement, Attitude towards School, and Retention of Knowledge in Teaching Regulatory System | EMRE YILDIZ,Ümit ŞİMŞEK,Hacer AĞDAŞ | 91–105 |
| Teaching about Gauss’s Law by Combining Analogical and Extreme Case Reasoning | Andrej VİDAK,Senad ODZAK,Vanes MESİC | 106–127 |
| Examining Argumentation Skills of Preservice Science Teachers in Terms of their Critical Thinking and Content Knowledge Levels: An Example Using GMOs | ÜMİT DEMİRAL,Salih ÇEPNİ | 128–151 |