eISSN:
 2767-1925

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Volume 2, 2022

Volume 1, 2021





STEME Flyer: showing all essential information of the journal.
STEM Education (STEME) is the official journal for STEM Education of the American Institute of Mathematical Sciences (AIMS). STEME is a forum for dissemination and debate via original research into science, technology, engineering and mathematics education by, and for, an international community of STEM education scholars, practitioners and policy-makers at all levels.  

Articles in STEME will meet the definition of research and experimental development (R&D) aligned with the OECD’s Frascati Manual, which defines R&D as ‘creative and systematic work undertaken in order to increase the stock of knowledge  – including knowledge of humankind, culture and society – and to devise new applications of available knowledge’ (OECD, 2015)*.

STEME welcomes submissions on STEM education at all levels that involve: pure research (including oriented research); applied research; or experimental development.  STEME is open to a wide range of research methods, designs and methodologies.  All submissions will be peer-reviewed.


STEME encourages submissions that explore and illuminate issues and challenges in any discipline of STEM education, including:

    • Pedagogy, curriculum and assessment;
    • Work-integrated learning and accreditation;
    • Digital education;
    • Case studies that investigate, probe, drill down and get at the complexity;
    • Reflections or reflective practice;
    • Research higher degree studies and supervision;
    • Trends and development in international STEM education and research;
    • Short notes that are designed to highlight an unusual or interesting result; an alternative method; or a creative approach to teaching a particular idea.

    In addition, STEME publishes special issues focusing on topical issues proposed by guest editors.

    • AIMS is a member of COPE. All AIMS journals adhere to the policies outlined in our Ethical Standards.
    • Publishes 4 issues a year in February, May, August and November.
    • STEME is an Open Access publication.
    • Publishes online only.
    • Archived in Portico and CLOCKSS.
    • STEME is a publication of the American Institute of Mathematical Sciences. All rights reserved.

    * OECD (2015), Frascati Manual 2015: Guidelines for Collecting and Reporting Data on Research and Experimental Development, The Measurement of Scientific, Technological and Innovation Activities, OECD Publishing, Paris, pp 44-45.


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Power distance in cross-cultural environment: Observations from two Chinese companies in Europe
Shuo Wang and Pasi Fränti
2022, 2(3) : 173-196 doi: 10.3934/steme.2022012 +[Abstract](223) +[HTML](116) +[PDF](956.52KB)
Effects of COVID-19 pandemic on education and society
Zaineb Chelly Dagdia and Ana Cristina Simões e Silva
2022, 2(3) : 197-220 doi: 10.3934/steme.2022013 +[Abstract](218) +[HTML](58) +[PDF](1215.38KB)
Inquiry-based mathematics education: a call for reform in tertiary education seems unjustified
Tanya Evans and Heiko Dietrich
2022, 2(3) : 221-244 doi: 10.3934/steme.2022014 +[Abstract](605) +[HTML](75) +[PDF](857.25KB)
Design and implementation of multi-purpose quizzes to improve mathematics learning for transitional engineering students
William Guo
2022, 2(3) : 245-261 doi: 10.3934/steme.2022015 +[Abstract](162) +[HTML](43) +[PDF](704.08KB)
A Robot-Sumo student competition at UNICAL as a learning-by-doing strategy for STEM education
Giuseppe Carbone, Elio Matteo Curcio, Stefano Rodinò and Francesco Lago
2022, 2(3) : 262-274 doi: 10.3934/steme.2022016 +[Abstract](131) +[HTML](39) +[PDF](1237.32KB)
Reimagining multiplication as diagrammatic and dynamic concepts via cutting, pasting and rescaling actions
Christopher C. Tisdell
2021, 1(3) : 170-185 doi: 10.3934/steme.2021013 +[Abstract](952) +[HTML](455) +[PDF](824.68KB) Cited By(0)
Exploring preschoolers′ conceptions about the viscosity of honey
Markus Sebastian Feser and Susanan Mangal
2022, 2(2) : 86-95 doi: 10.3934/steme.2022007 +[Abstract](287) +[HTML](109) +[PDF](399.65KB) Cited By(0)
Beyond the compass: Exploring geometric constructions via a circle arc template and a straightedge
Christopher C. Tisdell and David Bee Olmedo
2022, 2(1) : 1-36 doi: 10.3934/steme.2022001 +[Abstract](1368) +[HTML](298) +[PDF](2320.8KB) Cited By(0)
Centricities of STEM curriculum frameworks: Variations of the S-T-E-M Quartet
Tang Wee Teo, Aik Ling Tan, Yann Shiou Ong and Ban Heng Choy
2021, 1(3) : 141-156 doi: 10.3934/steme.2021011 +[Abstract](1919) +[HTML](587) +[PDF](765.35KB) Cited By(0)
The trifecta for curriculum sustainability in Australian universities
William Guo, Wei Li, Roland Dodd and Ergun Gide
2021, 1(1) : 1-16 doi: 10.3934/steme.2021001 +[Abstract](1349) +[HTML](578) +[PDF](438.34KB) Cited By(0)
How power distance affect motivation in cross-cultural environment: Findings from Chinese companies in Europe
Shuo Wang and Pasi Fränti
2022, 2(2) : 96-120 doi: 10.3934/steme.2022008 +[Abstract](440) +[HTML](187) +[PDF](817.39KB) Cited By(0)
Predicting how a disrupted semester during the COVID-19 pandemic impacted student learning
Kaitlin Riegel and Tanya Evans
2022, 2(2) : 140-156 doi: 10.3934/steme.2022010 +[Abstract](374) +[HTML](125) +[PDF](531.7KB) Cited By(0)
Inspiring and engaging high school students with science and technology education in regional Australia
Yujuan Li, Robert N. Hibbard, Peter L. A. Sercombe, Amanda L. Kelk and Cheng-Yuan Xu
2021, 1(2) : 114-126 doi: 10.3934/steme.2021009 +[Abstract](1330) +[HTML](512) +[PDF](1355.31KB) Cited By(0)
Conceptual knowledge in area measurement for primary school students: A systematic review
Hafiz Idrus, Suzieleez Syrene Abdul Rahim and Hutkemri Zulnaidi
2022, 2(1) : 47-58 doi: 10.3934/steme.2022003 +[Abstract](483) +[HTML](197) +[PDF](413.11KB) Cited By(0)
The Virtual reality electrical substation field trip: Exploring student perceptions and cognitive learning
Erdem Memik and Sasha Nikolic
2021, 1(1) : 47-59 doi: 10.3934/steme.2021004 +[Abstract](1354) +[HTML](757) +[PDF](558.8KB) Cited By(0)
Interactive MATLAB based project learning in a robotics course: Challenges and achievements
Lotfi Romdhane and Mohammad A. Jaradat
2021, 1(1) : 32-46 doi: 10.3934/steme.2021003 +[Abstract](1699) +[HTML](694) +[PDF](1212.87KB) PDF Downloads(840)
Centricities of STEM curriculum frameworks: Variations of the S-T-E-M Quartet
Tang Wee Teo, Aik Ling Tan, Yann Shiou Ong and Ban Heng Choy
2021, 1(3) : 141-156 doi: 10.3934/steme.2021011 +[Abstract](1919) +[HTML](587) +[PDF](765.35KB) PDF Downloads(501)
Inspiring and engaging high school students with science and technology education in regional Australia
Yujuan Li, Robert N. Hibbard, Peter L. A. Sercombe, Amanda L. Kelk and Cheng-Yuan Xu
2021, 1(2) : 114-126 doi: 10.3934/steme.2021009 +[Abstract](1330) +[HTML](512) +[PDF](1355.31KB) PDF Downloads(370)
Frustration in mathematical problem-solving: A systematic review of research
Kaitlin Riegel
2021, 1(3) : 157-169 doi: 10.3934/steme.2021012 +[Abstract](1202) +[HTML](533) +[PDF](317.45KB) PDF Downloads(323)
Innovation event model for STEM education: A constructivism perspective
Changyan Di, Qingguo Zhou, Jun Shen, Li Li, Rui Zhou and Jiayin Lin
2021, 1(1) : 60-74 doi: 10.3934/steme.2021005 +[Abstract](1377) +[HTML](652) +[PDF](688.2KB) PDF Downloads(319)
Conceptual knowledge in area measurement for primary school students: A systematic review
Hafiz Idrus, Suzieleez Syrene Abdul Rahim and Hutkemri Zulnaidi
2022, 2(1) : 47-58 doi: 10.3934/steme.2022003 +[Abstract](483) +[HTML](197) +[PDF](413.11KB) PDF Downloads(309)
The Virtual reality electrical substation field trip: Exploring student perceptions and cognitive learning
Erdem Memik and Sasha Nikolic
2021, 1(1) : 47-59 doi: 10.3934/steme.2021004 +[Abstract](1354) +[HTML](757) +[PDF](558.8KB) PDF Downloads(307)
Embedding opportunities for participation and feedback in large mathematics lectures via audience response systems
Christopher C. Tisdell
2021, 1(2) : 75-91 doi: 10.3934/steme.2021006 +[Abstract](1295) +[HTML](523) +[PDF](495.64KB) PDF Downloads(258)
Microlearning and computer-supported collaborative learning: An agenda towards a comprehensive online learning system
Soheila Garshasbi, Brian Yecies and Jun Shen
2021, 1(4) : 225-255 doi: 10.3934/steme.2021016 +[Abstract](854) +[HTML](511) +[PDF](744.67KB) PDF Downloads(250)
The trifecta for curriculum sustainability in Australian universities
William Guo, Wei Li, Roland Dodd and Ergun Gide
2021, 1(1) : 1-16 doi: 10.3934/steme.2021001 +[Abstract](1349) +[HTML](578) +[PDF](438.34KB) PDF Downloads(249)

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