| Examining analogies in Science and Technology textbooks and Science and Technology Curriculum | Emine KAYA, Muammer ÇALIK | 856–868 |
| Development of information and communications technologies (ICT) Co-ordinators’ role perceptions scale (ICTCRPS) | Taner ALTUN | 869–881 |
| Opinions of science and technology teachers about outdooreducation | Kübra Elif BAĞRIYANIK, Nilgün TATAR | 883–896 |
| Bullying and quality of school life among elementary school students | Mediha SARI, Fulya ÖNDER CENKSEVEN | 897–914 |
| A comparison of physical events Learning area acquisitions in primary school science and technology curriculum and physics curriculum acquisitions in terms of scientific literacy | Meral SÜNKÜR ÖNER, Ferat YILMAZ, Mustafa İLHAN | 915–926 |
| Investigating resilience of adolescents in different risk groups | Hasan YILMAZ, Önder SİPAHİOĞLU | 927–944 |
| The effects of cooperative learning method on the achievements and permanence of knowledge on genetics unit learned by the 8th grade students | Sönmez GİRGİN, Bekir YILDIRIM | 958–965 |
| Peer assessment through students opinions: A case study | Ramazan DEMİR, Esra BOZKURT | 966–978 |
| A case study about computational estimation strategies of seventh graders | Burçak BOZ, Safure BULUT | 979–994 |
| Examination of students' problem-solving skills of proportional reasoning problems and realistic problems | Perihan Dinç ARTUT, Asuman ALADAĞ | 995–1009 |
| Predictors of adolescents’ friendship qualities: Gender and family related variables | G. Neslihan KARAMAN, Aysel E. ÇOBAN, Figen ÇOK, Türkan DOĞAN | 1010–1020 |
| Analyzing problems posed by 7th grade students for addition operation with fractions | Tuğrul KAR, Cemalettin IŞIK | 1021–1035 |
| Cognitive fictions of teacher candidates about instructors’ qualifications: A comparative analysis |