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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Promoting research training in tertiary education
2022, 2(2) : 84-85 doi: 10.3934/steme.2022006 +[Abstract](144) +[HTML](53) +[PDF](160.2KB)
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](136) +[HTML](38) +[PDF](399.65KB)
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](131) +[HTML](50) +[PDF](817.39KB)
Fast non-uniform Fourier transform based regularization for sparse-view large-size CT reconstruction
Zhenglin Wang
2022, 2(2) : 121-139 doi: 10.3934/steme.2022009 +[Abstract](130) +[HTML](66) +[PDF](1135.61KB)
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](142) +[HTML](44) +[PDF](531.7KB)
Personalized exercise recommendation method based on causal deep learning: Experiments and implications
Suhua Wang, Zhiqiang Ma, Hongjie Ji, Tong Liu, Anqi Chen and Dawei Zhao
2022, 2(2) : 157-172 doi: 10.3934/steme.2022011 +[Abstract](111) +[HTML](32) +[PDF](794.41KB)
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](819) +[HTML](390) +[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](136) +[HTML](38) +[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](1041) +[HTML](223) +[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](1697) +[HTML](500) +[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](1127) +[HTML](526) +[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](131) +[HTML](50) +[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](142) +[HTML](44) +[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](1201) +[HTML](446) +[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](311) +[HTML](133) +[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](1219) +[HTML](676) +[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](1420) +[HTML](632) +[PDF](1212.87KB) PDF Downloads(763)
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](1697) +[HTML](500) +[PDF](765.35KB) PDF Downloads(440)
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](1201) +[HTML](446) +[PDF](1355.31KB) PDF Downloads(345)
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](1241) +[HTML](590) +[PDF](688.2KB) PDF Downloads(294)
Frustration in mathematical problem-solving: A systematic review of research
Kaitlin Riegel
2021, 1(3) : 157-169 doi: 10.3934/steme.2021012 +[Abstract](1026) +[HTML](467) +[PDF](317.45KB) PDF Downloads(268)
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](1219) +[HTML](676) +[PDF](558.8KB) PDF Downloads(260)
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](1069) +[HTML](464) +[PDF](495.64KB) PDF Downloads(244)
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](1127) +[HTML](526) +[PDF](438.34KB) PDF Downloads(234)
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](819) +[HTML](390) +[PDF](824.68KB) PDF Downloads(225)
Redundancy understanding and theory for robotics teaching: Application on a human finger model
Med Amine Laribi and Saïd Zeghloul
2021, 1(1) : 17-31 doi: 10.3934/steme.2021002 +[Abstract](1026) +[HTML](522) +[PDF](1148.22KB) PDF Downloads(219)

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