Editorial

Bulent Cavas, Jack Holbrook

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Understanding the atom and relevant misconceptions: Students’ profiles in relation to three cognitive variables

George Papageorgiou, Angelos Markos, Nikolaos Zarkadis

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Argumentation markers: Their emergence in the speech of physics teacher educators

Rodrigo Drumond Vieira, Humberto De Medeiros Dias, Viviane Florentino De Melo, Silvania Sousa Do Nascimento

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The role of motivation and cognitive engagement in science achievement

Hasan Bircan, Semra Sungur

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STEM Education: A review of the contribution of the disciplines of science, technology, engineering and mathematics

Christine V. Mcdonald

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Seeking the trace of argumentation in Turkish science curriculum

Pinar Seda Cetin, Duygu Metin, Esra Capkinoglu, Gulsen Leblebicioglu

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