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Articles
Page 4 of 10
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Citation: International Journal of STEM Education 2022 9:25
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An alternative to STEBI-A: validation of the T-STEM science scale
The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and out...
Citation: International Journal of STEM Education 2022 9:24 -
The influences of student- and school-level factors on engineering undergraduate student success outcomes: A multi-level multi-school study
Given the relatively low graduation and retention rate in undergraduate engineering programs in the United States, the factors that influence student success outcomes need to be examined. However, limited rese...
Citation: International Journal of STEM Education 2022 9:23 -
Which evidence-based teaching practices change over time? Results from a university-wide STEM faculty development program
There is overwhelming evidence that evidence-based teaching improves student performance; however, traditional lecture predominates in STEM courses. To provide support as faculty transform their lecture-based ...
Citation: International Journal of STEM Education 2022 9:22 -
The cognitive principles of learning underlying the 5E Model of Instruction
Over 34 years since its conception, research in educational settings has found evidence for the effectiveness of the 5E Instructional Model. Indeed, several studies have reported evidence of a better conceptua...
Citation: International Journal of STEM Education 2022 9:21 -
Racism, sexism and disconnection: contrasting experiences of Black women in STEM before and after transfer from community college
Repeated calls to diversify the population of students earning undergraduate degrees in science, technology, engineering, and mathematics (STEM) fields have noted the greater diversity of community college stu...
Citation: International Journal of STEM Education 2022 9:20 -
I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic
Due to the COVID-19 pandemic, many universities moved to emergency remote teaching (ERT). This allowed institutions to continue their instruction despite not being in person. However, ERT is not without conseq...
Citation: International Journal of STEM Education 2022 9:19 -
How are undergraduate STEM instructors leveraging student thinking?
STEM instructors who leverage student thinking can positively influence student outcomes and build their own teaching expertise. Leveraging student thinking involves using the substance of student thinking to ...
Citation: International Journal of STEM Education 2022 9:18 -
Coping behavior versus coping style: characterizing a measure of coping in undergraduate STEM contexts
As technology moves rapidly forward and our world becomes more interconnected, we are seeing increases in the complexity and challenge associated with scientific problems. More than ever before, scientists wil...
Citation: International Journal of STEM Education 2022 9:17 -
The impacts of learning analytics and A/B testing research: a case study in differential scientometrics
In recent years, research on online learning platforms has exploded in quantity. More and more researchers are using these platforms to conduct A/B tests on the impact of different designs, and multiple scient...
Citation: International Journal of STEM Education 2022 9:16 -
Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses
Active learning used in science, technology, engineering, and mathematics (STEM) courses has been shown to improve student outcomes. Nevertheless, traditional lecture-orientated approaches endure in these cour...
Citation: International Journal of STEM Education 2022 9:15 -
The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies
The recommendation from national documents and reports to promote inquiry-related science activities has not been supported by recent studies, which have found the overall frequency of inquiry activities to be...
Citation: International Journal of STEM Education 2022 9:14 -
Mathematics and science across the transition from primary to secondary school: a systematic literature review
This study presents the findings from a systematic review of literature (1990–2020) of mathematics and science transition from primary to secondary education. The purpose of this review was to explore factors ...
Citation: International Journal of STEM Education 2022 9:13 -
(Re-)Designing a measure of student’s attitudes toward science: a longitudinal psychometric approach
Capturing measures of students’ attitudes toward science has long been a focus within the field of science education. The resulting interest has led to the development of many instruments over the years. There...
Citation: International Journal of STEM Education 2022 9:12 -
Understanding STEM academics’ responses and resilience to educational reform of academic roles in higher education
Across the globe, there have been significant reforms to improve STEM education at all levels. A significant part of this has been teacher reform. While the responses and resilience of STEM teachers to educati...
Citation: International Journal of STEM Education 2022 9:11 -
Replicating or franchising a STEM afterschool program model: core elements of programmatic integrity
Designed in 2012 with a first implementation in 2013, NE STEM 4U is a professional development program for post-secondary students/undergraduates, and serves as a source of outreach, content knowledge generati...
Citation: International Journal of STEM Education 2022 9:10 -
A systematic review on trends in using Moodle for teaching and learning
The Moodle Learning Management System (LMS) is widely used in online teaching and learning, especially in STEM education. However, educational research on using Moodle is scattered throughout the literature. T...
Citation: International Journal of STEM Education 2022 9:9 -
Investigation of STEM fields motivation among female students in science education colleges
The expectancy-value theory that constitutes the theoretical background of this study on motivation provides a strong framework for cognitive development, as it includes most of the beliefs, values, and goal v...
Citation: International Journal of STEM Education 2022 9:8 -
The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools
Women are underrepresented in science, technology, engineering, and mathematics (STEM) professions. Even the most promising female students’ interest in STEM subjects often decreases during secondary school. U...
Citation: International Journal of STEM Education 2022 9:7 -
Adapting the CACAO model to support higher education STEM teaching reform
Efforts to achieve improved student outcomes in STEM are critically reliant on the success of reform efforts associated with teaching and learning. Reform efforts include the transformation of course-based pra...
Citation: International Journal of STEM Education 2022 9:6 -
Publisher Correction to: Authentic STEM research, practices of science, and interest development in an informal science education program
Citation: International Journal of STEM Education 2022 9:5 -
Exploring students’ procedural flexibility in three countries
In this cross-national study, Spanish, Finnish, and Swedish middle and high school students’ procedural flexibility was examined, with the specific intent of determining whether and how students’ equation-solv...
Citation: International Journal of STEM Education 2022 9:4 -
A model for examining middle school students’ STEM integration behavior in a national technology competition
Research on teaching and learning for science, technology, engineering, and mathematics (STEM) subjects has increased, and has demonstrated the importance of integrating interdisciplinary knowledge and skills....
Citation: International Journal of STEM Education 2022 9:3 -
A systematic review of STEM education research in the GCC countries: trends, gaps and barriers
Abundant research conducted in many countries has underlined the critical role of Science, Technology, Engineering, and Mathematics (STEM) in developing human capital in fields important to a nation’s global c...
Citation: International Journal of STEM Education 2022 9:2 -
Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data
In this paper, we investigate the predictors for enrollment and success in Science, Technology, Engineering, and Mathematics (STEM) programs in higher education. We develop a sequential logit model in which st...
Citation: International Journal of STEM Education 2022 9:1 -
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM
Is exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to identify syste...
Citation: International Journal of STEM Education 2021 8:59 -
Seven years of development as building a foundation for the journal’s leadership in promoting STEM education internationally
The International Journal of STEM Education went through seven publication cycle years from August 2014 to July 2021. The journal’s performance has consistently reflected the rapid development in STEM education r...
Citation: International Journal of STEM Education 2021 8:58 -
Authentic STEM research, practices of science, and interest development in an informal science education program
Two critical challenges in science education are how to engage students in the practices of science and how to develop and sustain interest. The goal of this study was to examine the extent to which high schoo...
Citation: International Journal of STEM Education 2021 8:57 -
Women’s career confidence in a fixed, sexist STEM environment
Innovation in STEM (science, technology, engineering, and math) fields in the U.S. is threatened by a lack of diversity. Social identity threat research finds messages in the academic environment devalue women...
Citation: International Journal of STEM Education 2021 8:56 -
Shifts in learning assistants’ self-determination due to COVID-19 disruptions in Calculus II course delivery
The Learning Assistant (LA) model with its subsequent support and training has evidenced significant gains for undergraduate STEM learning and persistence, especially in high-stakes courses like Calculus. Yet,...
Citation: International Journal of STEM Education 2021 8:55 -
Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education
Unplugged programming is proved to be an effective means to foster the learner-centered programming learning. In addition to the final tests, learners’ programming knowledge, skills, and capacities are primari...
Citation: International Journal of STEM Education 2021 8:54 -
Engineering practices as a framework for STEM education: a proposal based on epistemic nuances
The role of engineering education has gained prominence within the context of STEM education. New educational perspectives such as the National Research Council’s Framework for K-12 Science Education consider ...
Citation: International Journal of STEM Education 2021 8:53 -
Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students
Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation am...
Citation: International Journal of STEM Education 2021 8:52 -
Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study
Teacher emotions are sometimes underplayed in the research field of teaching and teacher education. Also, teachers often undergo transformations in their professional identities during education reforms. Howev...
Citation: International Journal of STEM Education 2021 8:51 -
STEM doctoral students’ skill development: does funding mechanism matter?
A substantial monetary investment supports STEM doctoral students in the United States (U.S.) through a variety of funding mechanisms (e.g., fellowships, research, and teaching assistantships). However, we hav...
Citation: International Journal of STEM Education 2021 8:50 -
Am I getting through? Surveying students on what messages they recall from the first day of STEM classes
The first day of class helps students learn about what to expect from their instructors and courses. Messaging used by instructors, which varies in content and approach on the first day, shapes classroom socia...
Citation: International Journal of STEM Education 2021 8:49 -
Behavioral intentions of technology teachers to implement an engineering-focused curriculum
Teaching engineering at a high school level has been a subject of substantial concern during recent curriculum reforms. Many countries are increasingly including engineering-focused subjects in their technolog...
Citation: International Journal of STEM Education 2021 8:48 -
Establishing a baseline of science communication skills in an undergraduate environmental science course
Seminal reports, based on recommendations by educators, scientists, and in collaboration with students, have called for undergraduate curricula to engage students in some of the same practices as scientists—on...
Citation: International Journal of STEM Education 2021 8:47 -
Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance
To address some challenges that the large lecture-focused courses have faced in higher education, the flipped classroom model was implemented in mechanical engineering. The purpose of the study was to investig...
Citation: International Journal of STEM Education 2021 8:46 -
The Taxonomy of Opportunities to Learn (TxOTL): a tool for understanding the learning potential and substance of interactions in faculty (online) learning community meetings
While many research-based instructional strategies in STEM have been developed, faculty need support in implementing and sustaining use of these strategies. A number of STEM faculty professional development pr...
Citation: International Journal of STEM Education 2021 8:45 -
Development of the Departmental Climate around Teaching (DCaT) survey: neither psychological collective climate nor departmental collective climate predicts STEM faculty’s instructional practices
Investigations into drivers and barriers to the uptake of learner-centered instructional practices in STEM courses have identified the climate within a department as a potential influential factor. However, fe...
Citation: International Journal of STEM Education 2021 8:44 -
Quantifying fear of failure in STEM: modifying and evaluating the Performance Failure Appraisal Inventory (PFAI) for use with STEM undergraduates
The ability to navigate obstacles and embrace iteration following failure is a hallmark of a scientific disposition and is hypothesized to increase students’ persistence in science, technology, engineering, an...
Citation: International Journal of STEM Education 2021 8:43 -
Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers
The Next Generation Science Standards (2013) put a special emphasis on engineering for K-12 science education. However, a significant number of elementary teachers still feel unprepared to integrate engineerin...
Citation: International Journal of STEM Education 2021 8:42 -
STEAM in education: a bibliometric analysis of performance and co-words in Web of Science
Emerging methodologies that apply and integrate science, technology, engineering, art, and math (STEAM) in education have appeared in recent years as a pedagogical alternative providing more holistic and attra...
Citation: International Journal of STEM Education 2021 8:41 -
Examining engineering students’ participation in entrepreneurship education programs: implications for practice
Recent research has demonstrated the importance of entrepreneurship education programs (EEPs) in the professional development of engineering students. Numerous universities have adopted various forms of EEPs w...
Citation: International Journal of STEM Education 2021 8:40 -
Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges
The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. ...
Citation: International Journal of STEM Education 2021 8:39 -
Equity-Oriented Conceptual Framework for K-12 STEM literacy
We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize th...
Citation: International Journal of STEM Education 2021 8:38 -
Change theory in STEM higher education: a systematic review
This article systematically reviews how change theory has been used in STEM higher educational change between 1995 and 2019. Researchers are increasingly turning to theory to inform the design, implementation,...
Citation: International Journal of STEM Education 2021 8:37 -
STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations
Nurturing students’ interest in science, technology, engineering, and mathematics (STEM) careers is a major goal of STEM education. Although the relationship between students’ stereotypical beliefs regarding S...
Citation: International Journal of STEM Education 2021 8:36 -
Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses
Research illustrates that student motivations influence learning engagement, persistence, and achievement in powerful ways and that positive motivations are linked to deeper learning, critical thinking, pro-so...
Citation: International Journal of STEM Education 2021 8:35
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Journal Impact Factor: 5.6
5-year Journal Impact Factor: 7.5
Source Normalized Impact per Paper (SNIP): 4.461
SCImago Journal Rank (SJR): 2.035Speed 2023
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Submission to acceptance (median days): 224Usage 2023
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- ISSN: 2196-7822 (electronic)