| Identifying Primary School Teachers’ Health Literacy | Vincentas LAMANAUSKAS,Dalia AUGIENE | 451–466 |
| Measuring Junior High School Students’ Science Learning and Science Process Skills through an Integrated Science Instructional Assessment | Sukardiyono SUKARDIYONO,Dadan ROSANA,Wipsar DWANDARU | 467–477 |
| Natural Sciences Teachers’ Experiences on Teaching Planet Earth and Beyond Knowledge Strand | Tebogo E. NKANYANI,Awelani MUDAU | 478–488 |
| Redesigning Laboratories for Pre-service Chemistry Teachers: From Cookbook Experiments to Inquiry-Based Science, Environment, Technology, and Society Approac | Muhamad IMADUDDIN,Fitria HIDAYAH | 489–507 |
| Teaching Orientations of Freshman Pre-Service Science Teachers | Devrim GÜVEN,Ebru Z. MUĞALOĞLU,Zerrin DOĞANÇA KÜCÜK,William W. COBERN | 508–520 |
| Saudi Undergraduate Students’ Needs of Pedagogical Education for Energy Literacy | Amani K. Hamdan ALGHAMDI,Wai Si EL HASSAN | 521–537 |
| Inquiry-based Learning in Indonesia: Portraying Supports, Situational Beliefs, and Chemistry Teachers’ Adoptions | Muhammad HASIBUAN,Ngatijo NGATİJO,Urip SULISTIYO | 538–553 |
| Professional Action Competences Through Experiences With Augmented Reality | Mar a NOGUERA,Carlos G MEZ,Ana CALLE | 554–568 |
| A Strategy of Scaffolding Development to Increase Students’ Problem-Solving Abilities: The Case of Physics Learning with Causalitic-Thinking Approach | Joni ROKHMAT,Marzukı MARZUKI,Wahyudı WAHYUDI,Syandy Dwirahayu PUTRİE | 569–579 |