About the Journal

The Journal of Turkish Science Education (TUSED) is a peer-reviewed and fully open-access international journal that only publishes and promotes original manuscripts in science and technology education. The scholarly articles TUSED is interested in publishing must be valid, trustworthy, advance the knowledge, and be original rather than reproducing what the science education community already knows.

Research can be in various forms, qualitative, quantitative, mixed methods, etc. But they should be scientifically reliable and valid. More of those innovative practices and how they relate to science and technology education will be paid utmost attention by TUSED. With this philosophy, TUSED will continue to review and publish articles seen as important for the science education community by editors. 

TUSED aimed to be a reputable knowledge source that the science education community can debate, judge, and reframe the information via articles published. We look forward to the interest and support in the future from our subscribers and the science education community.

e-ISSN: 1304-6020

Current Issue

Volume: 22 Issue: 3 (2025): Journal of Turkish Science Education
View Volume: 22 Issue: 3 (2025): Journal of Turkish Science Education
DOI: https://doi.org/10.36681/v22i3
Published: 30.09.2025

Full Issue

Articles

  • Students’ perceptions of information and communication technology (ICT)-based literacy learning needs in higher education

    Otang Kurniaman, Hadriana Hadriana, Nur Islami, Zetra Hainul Putra
    419-435
    DOI: https://doi.org/10.36681/tused.2025.021

  • Enhancing scientific communication skills in junior high school pupils: A mixed methods investigation of engineering design process tools

    Pramudya Dwi Aristya Putra, Sri Wahyuni, Nurul Fitriyah Sulaeman, Rifati Dina Handayani, Devi Yustika
    436-450
    DOI: https://doi.org/10.36681/tused.2025.022

  • Two decades of STEM education studies in higher education: A bibliometric analysis

    Irwanto Irwanto, Esrida Hutahaean
    451-467
    DOI: https://doi.org/10.36681/tused.2025.023

  • Pupils’ metaphors regarding the concept of astronomy in a secondary school social studies course

    Meltem Elif Çelik, Selma Güleç, Emin Atasoy
    468 - 487
    DOI: https://doi.org/10.36681/tused.2025.024

  • Ethno-STEAM science learning to improve prospective teachers' creative thinking and problem-solving skills

    Woro Sumarni, Sri Kadarwati, Endang Susilaningsih
    488 - 507
    DOI: https://doi.org/10.36681/tused.2025.025

  • Overcoming stereotypes in teacher training: Responses from a systematic review to address the gender gap in STEM

    Verónica Torres-Blanco, Alicia Fernández-Oliveras, Carolina Martín-Gámez
    508 - 526
    DOI: https://doi.org/10.36681/tused.2025.026

  • Growth mindset and achievement goal orientation in high-achieving students

    Patcharee Rompayom Wichaidit, Sittichai Wichaidit, Pantipa Boonsin
    527 - 541
    DOI: https://doi.org/10.36681/tused.2025.027

  • Well-being through digital storytelling: an analysis of young people’s stories

    Elsa Guedes Teixeira, Angélica Monteiro, Rita Barros
    542 - 560
    DOI: https://doi.org/10.36681/tused.2025.028

  • External mediation educational resources for teaching General Relativity: A systematic review

    Maira Giovana de Souza, Agostinho Serrano, David Treagust
    561-583
    DOI: https://doi.org/10.36681/tused.2025.029

  • Effect of guided inquiry on junior high school learners’ experimental design skills in solving chemistry problems

    Luca Szalay, Zoltán Tóth, Réka Borbás, István Füzesi
    584 - 611
    DOI: https://doi.org/10.36681/tused.2025.030
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