International Journal of STEM Education

As a result of the significant disruption that is being caused by the COVID-19 pandemic we are very aware that many researchers will have difficulty in meeting the timelines associated with our peer review process during normal times.  Please do let us know if you need additional time. Our systems will continue to remind you of the original timelines but we intend to be highly flexible at this time.

• Race and gender differences in how sense of belonging influences decisions to major in STEM
  by Katherine Rainey et al. 
  Published: 2018  |  Citations: 34
• Teachers’ perception of STEM integration and education: a systematic literature review
  by Kelly C. Margot and Todd Kettler
  Published: 2019  |  Citations: 25
• Strategies to mitigate student resistance to active learning
  by Sneha Tharayil et al.
  Published: 2018  |  Citations: 23
• The influence of active learning practices on student anxiety in large-enrollment college science classrooms
  by Katelyn M. Cooper et al.
  Published: 2018  |  Citations: 21

• Four frames for systemic change in STEM departments
  by Daniel L. Reinholz and Naneh Apkarian
  Published: 2018  |  Citations: 20

Citation counts retrieved via Springer Nature Insights/ Dimenions on July 31, 2020.

What is self-advocacy and why is it important for students with disabilities in STEM?

by Mariel A. Pfeifer

How can we, as mentors, help undergraduate researchers with depression?

by Katelyn M. Cooper

• Teachers’ perception of STEM integration and education: a systematic literature review by Kelly C. Margot and Todd Kettler
• Multiple-true-false questions reveal more thoroughly the complexity of student thinking than multiple-choice questions: a Bayesian item response model  Chad E. Brassil and Brian A. Couch
• A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM by Katherine Rainey et al.
• Building future primary teachers' capacity in STEM: based on a platform of beliefs, understandings and intentions by Premnadh M. Kurup
• Universal Design for Learning in postsecondary STEM education for students with disabilities: a systematic literature review by Jillian Schreffler et al.

The International Journal of STEM Education, covered by Web of Science’s Social Sciences Citation Index (SSCI), has been identified as important to key opinion leaders, funders, and evaluators worldwide and has an Impact Factor of 1.850. SSCI is a carefully selected and evaluated collection that delivers to users the most influential scientific research. All articles published in this journal are discoverable via the Web of Science with full citation counts, author information, and other enrichment. Coverage of the journal records started in 2018.

Featured Collection: Science Identity Development - An Interactionist Approach
The focus of this Special Issue is the development of science identity within an environment. It highlights the role of educational psychology constructs, such as interest and belonging that ultimately inform students’ science identity development.  
Edited by Ann Kim and Gale M. Sinatra

Featured Collection: Advances from the Office of Naval Research (ONR) STEM Grand Challenge - Expanding the Boundaries of Intelligent Tutoring Systems
This collection showcases the high quality systems and research produced under this challenge aimed at pushing the boundaries of STEM education using computers.
Edited by Scotty D. Craig, Arthur C. Graesser and Ray S. Perez

Problematizing teaching and learning mathematics as “given” in STEM education
by Yeping Li et al. 

Research and trends in STEM education: a systematic review of journal publications
by Yeping Li et al.

Developing student 21st Century skills in selected exemplary inclusive STEM high schools
by Stephanie M. Stehle and Erin E. Peters-Burton 

Students’ reasons for STEM choices and the relationship of mathematics choice to university admission
by Satu Kaleva et al. 

Research and trends in STEM education: a systematic analysis of publicly funded projects
by Yeping Li et al.

The International Journal of STEM Education is a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM).

The journal provides a unique platform for sharing research regarding, among other topics, the design and implementation of technology-rich learning environments, innovative pedagogies, and curricula in STEM education that promote successful learning in Pre K-16 levels including teacher education. We are also interested in studies that address specific challenges in improving students’ achievement, approaches used to motivate and engage students, and lessons learned from changes in curriculum and instruction in STEM education. The journal encourages translational STEM education research that bridges research and educational policy and practice for STEM education improvement. Read more 

Articles in International Journal of STEM Education should be cited in the same way as articles in a traditional journal. Because articles are not printed, they do not have page numbers; instead, they are given a unique article number and a DOI (digital object identifier). 

Article citations in APA style should cite the DOI:
English, L.D., & Watson J.M. (2015). Exploring variation in measurement as a foundation for statistical thinking in the elementary school. Int J STEM Educ. doi: 10.1186/s40594-015-0016-x.

Article citations follow this format in Vancouver style:
English LD, Watson JM. Exploring variation in measurement as a foundation for statistical thinking in the elementary school. Int J STEM Educ. 2015;2:3

referring to article 3 from Volume 2 of the journal.

Advances in STEM Education is a new book series with a focus on cutting-edge research and knowledge development in science, technology, engineering and mathematics (STEM) education from pre-college through continuing education around the world. Read more

Researchers who are interested in book publishing in STEM education are encouraged to contact the book series editor, Dr. Yeping Li, at yepingli@yahoo.com