The Journal of Educational Research

2012 - 2026

Current editor(s): Mary F. Heller

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Volume 119, issue 5, 2026

Students’ practices and perceptions of peer feedback in design thinking education pp. 497-507

Boyoung Oh

Technology Acceptance Model-Based Design of Virtual Studio for Scientific Creativity in Schools pp. 508-517

Kulchaya Piboon, Jintavee Khlaisang and Prakob Koraneekij

Rolling to win: Game-based vocabulary and schemas elevate third-grade math problem solving pp. 518-531

Michal Raveh, Einat Nevo and Anat Klemer

The power of digital games in developing gifted students’ financial literacy skills: Playing with money pp. 532-544

Burcu Sel and Niymet Demirci

Gifted students’ group creativity in an engineering-based model eliciting activity pp. 545-560

Firdevs Iclal Karatas-Aydin and Mine Isiksal-Bostan

Science identity and critical thinking in primary school students: Serial mediating role of epistemic curiosity and need for cognition pp. 561-570

Menşure Alkış Küçükaydın

Designing to transform: High school students’ reasoning with geometric transformations in an authentic real-world project pp. 571-584

Margaret L. Borden, Michael Belcher, Erin E. Krupa and Robin Keturah Anderson

Examining proof schemes of gifted elementary students and their mathematically successful peers pp. 585-600

Niymet Demirci and Neşe Işık Tertemiz

Developing critical thinking skills of gifted students through political literacy-based activities pp. 601-617

Selda Şan and Niymet Demirci

Unplugged coding in early childhood: Problem-solving strategies across task-based activities pp. 618-633

Tuğba Abanoz and Filiz Kalelioğlu

Volume 119, issue 4, 2026

Graded comics and pedagogical translation for improving reading skills pp. 371-381

Sadaf Khan

Families and students on the trail of cultural heritage: Historical game journey pp. 382-400

Hicran Hanım Halaç, Ömür Gürdoğan Bayır, Tuba Çengelci Köse, Tolga Önel and Mehmet Bilge Kağan Önaçan

Individual versus collaborative learning: Impact of gamification on achievement and student engagement pp. 401-412

Öznur Akgül and Mustafa Güler

Task-supported and task-based language teaching and their effects on task motivation pp. 413-429

Takashi Aramaki

Enhancing student motivation in Turkish lessons through creative drama: An action research pp. 430-440

Elif Yavuz and Cafer Çarkıt

Effects of the Singapore model and worked examples methods on students’ mathematical problem solving skills pp. 441-454

Esengül Yıldız and Renan Sezer

How storybooks stimulate preschool children’s awareness of economics pp. 455-468

Semiha Yüksek Usta

The Impact of AI- STEM Based Stories in Reading Comprehension and Motivation pp. 469-481

Aydın Bulut and Vedat Aktepe

Differentiated instruction in primary after-school science programs: A quasi-experimental study pp. 482-494

Shu Zhao, Wei Liu, Yuxin Zuo, Grace Yue Qi and Wanshan Hu

Making space for cultural equality in educational leadership: School ethos and postcolonial pedagogy (1st ed.) pp. 495-495

Nupur Pattanaik

Volume 119, issue 3, 2026

Parental involvement in STEM: Impact on preschoolers’ mathematical-computational thinking and creativity pp. 239-252

Hilal Ilknur Tunceli, Halil Cokcaliskan, Alper Yorulmaz and Hasan Zuhtu Okulu

Impact of STEAM activities on climate literacy and creative problem solving skills pp. 253-272

Yagmur Asilturk, Pelin Yildirim and Gonca Kececi

Can storytelling, interactive apps replace teachers? a field experiment in STEM education pp. 273-287

Mohammed Mohammed and Lobna Hassan

Utilizing the Multilayer Instruction Model-Progress Monitoring to support first-graders with mathematical difficulties pp. 288-301

Akiko Kaizu and Munehisa Tamaki

The role of dynamic geometry software and the route of teacher–student interactions pp. 302-314

Mehmet Gülburnu

Revolutionizing computer studies pedagogy through cultural, technological connections for improved learning outcomes pp. 315-326

Ola T. Odekeye, Thuthukile Jita, Tunde Owolabi and Michael A. Adewusi

The effect of ‘one seed one thousand breaths’ eTwinning project on participants pp. 327-344

Derya Kaya Usta, Gunay Palic Sadoglu and Duygu Gumus

Effect of socio-scientific issue-based argumentation on middle school students’ epistemological, and pseudo-scientific beliefs pp. 345-356

Gülşah Gürkan and Mehmet Akif Arduç

Approaches to learning vs. content knowledge: Longitudinal study of K-6 academic development pp. 357-368

Zhihong Zuo, Ting Xia, Tingting Zhou and Juzhe Xi

Correction pp. 369-369

The Editors

Volume 119, issue 2, 2026

RETRACTED ARTICLE: Cultivating transdisciplinary thinking in secondary students through design thinking in biology education pp. i-xiii

Joelash R. Honra

A study of factors influencing children’s science reading behavior under game interaction narratives pp. 141-152

Feifei Han and Yue Yang

Comparing Hong Kong secondary school students’ perceptions of ChatGPT-assisted EFL writing pp. 153-173

David James Woo, Deliang Wang and Kai Guo

Unraveling the creative mathematical thinking of primary school children: A qualitative exploration pp. 174-191

Emel Çilingir Altiner

Exploring second-grade students’ experiences through design-based learning in science education pp. 192-206

Özlem Yaprak Bostancı, Elif Öztürk and Gökhan Öztürk

Preschool children’s perceptions of environmental pollution: An investigation of children’s drawings and narratives pp. 207-218

Nur Alaçam

Long-term assessment of hybrid period first graders’ reading and writing fluency pp. 219-235

Huzeyfe Bilge, Pınar Kanık Uysal and Timothy Rasinski

Correction pp. 236-236

The Editors

Retraction pp. 237-237

The Editors

Volume 119, issue 1, 2026

Correction pp. i-i

The Editors

Three-Step Structured Instructional Model for Enhancing Primary School Students’ Mathematical Problem-Solving Skills pp. 1-12

Siliang Yu, Cheng Yao and Qiaoqiao Xue

Evaluation of Turkish students’ science process skills in guided inquiry-based science education according to the effect of some variables pp. 13-33

Cansu Özcan and Berna Gücüm

Using Matific digital games to enhance second-grade students’ conceptual understandings of multiplication pp. 34-50

Ebru Özcan Şahin and Özlem Özçakır Sümen

An evaluation of mathematical proficiency among eighth-grade students pp. 51-63

Noura Hakmi

Reading strategy use of upper primary school students in a task-oriented context pp. 64-76

Nele Bleukx, Marieke Vanbuel, Hilde Van Keer, Katrijn Denies and Koen Aesaert

Unplugged gamification in education: Developing computational thinking skills through embodied gameplay pp. 77-90

Athanasios Christopoulos, Stylianos Mystakidis, Chrysostomos Stylios and Ioannis G. Tsoulos

Enhancing 21st century skills of primary school students in rural areas through STEM activities† pp. 91-106

Gökçen Bakan and Mehmet Akif Bircan

Dialogic classroom talk during shared book reading: Effects on quality of conversations pp. 107-117

Sharisse van Driel and Femke van der Wilt

Summarizing expository text and the relationship to verbal ability and reading skills pp. 118-128

Jessica Chan, Miao Li, S. Hélène Deacon and John R. Kirby

Enhancing biology students’ cognitive flexibility through problem-based learning moderated by transdisciplinary thinking pp. 129-139

Joelash R. Honra and Sheryl Lyn C. Monterola