| A Comparative Study of Self-Regulation Levels and Academic Performance among STEM and Non-STEM University Students Using Multivariate Analysis of Variance | Konabe BENE, Angelina LAPİNA, Asamenew BİRİDA, Sofia ADAN, John O. EKORE | 320–337 |
| A Different Perspective on Preschool STEM Education: STEM Education and Views on Engineering | Abdulhamit KARADEMİR, Bekir YILDIRIM | 338–350 |
| Determination of the Contribution of Station Technique in Informal Learning Environments (STiIL) to Learning DomainS | Nevzat YİĞİT, Ebru MAZLUM GÜVEN, Ebru SİVRİKAYA | 371–388 |
| Conceptions of Assessment: Perceptions of Science Teachers in Jordan | Ahmad MAHASNEH, Zohair Al-Zou'bi | 389–400 |
| The Effects of Inquiry-Based Learning on Students’ Learner Autonomy and Conceptions of Learning | Eylem YILDIZ FEYZİOĞLU, Niymet DEMİRCİ | 401–420 |
| The Effect of Smartphone Usage Intensity on High School Students' Higher Order Thinking Skills in Physics Learning | Wipsar Sunu Brams DWANDARU, Supahar, Warsono, Himawan PUTRANTA, Hery SETİYATNA, Siti CHOİRİYAH, Widodo | 421–438 |
| nvestigating the Effect of Using Web 2.0 Tools on 7th-Grade Students’ Academic Achievements in Science and Self-Directed Learning with Technology | İrem YILDIRIM, Esma BULUŞ KIRIKKAYA | 439–460 |
| Metacognitive Skills and Self-Regulated Learning in Prospective Chemistry Teachers: Role of Metacognitive Skill-Based Teaching Materials | Utiya AZİZAH, Harun Nasrudin | 461–476 |
| Preservice Science and Mathematics Teachers’ Mathematics Anxiety and Beliefs about the Nature of Mathematics | Mesut BUTUN | 477–492 |
| Transdisciplinary STEAM Curriculum Design and Authentic Assessment in Online Learning: A Model of Cognitive, Psychomotor, and Affective Domains | Areej ELSAYARY | 493–511 |
| High School Students' Levels of Relating the Chemistry Knowledge to Daily Life: Acid-Base Example | Mustafa YADİGAROĞLU, Gökhan DEMİRCİOĞLU, Zeynep AGYAN | 512–524 |
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