Editorial Board Members’ Collection Series in “STEM Education”

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: 31 July 2024 | Viewed by 3093

Special Issue Editors


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Guest Editor
1. Adjunct Professor, Faculty of Education, University of Oulu, FI-90014 Oulu, Finland
2. Adjunct Professor, Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, Finland
3. Adjunct Professor, Faculty of Education, University of Lapland, FI-96101 Rovaniemi, Finland
Interests: education; teacher education; environmental education; sustainable development education; health education
Special Issues, Collections and Topics in MDPI journals

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Guest Editor
Assistant Professor, Engineering Pathways, Gallogly College of Engineering, The University of Oklahoma, Norman, OK 73019, USA
Interests: engineering education; computing education; personal epistemology; self-regulation; transfer; threshold concepts; undergraduate/graduate student mentoring; semiconductor growth and devices

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Guest Editor

Special Issue Information

Dear Colleagues,

The STEM Education Section of Education Sciences aims to publish high-quality research papers on learning, teaching, and assessment, both within the disciplinary topics of science, technology, engineering, mathematics (STEM), and within the interdisciplinary topics of sustainable pedagogies. Its aim is to promote research and educational development in the field of STEM education.

This Special Issue, entitled “Editorial Board Members’ Collection Series in “STEM Education”, will publish feature papers by high caliber-researchers in the field of STEM Education that address the following five topics: 

  • Sustainability in STEM Education
  • New and Emerging Technologies in STEM Education
  • Inclusive STEM Education
  • Problem-Based Learning (PBL) in STEM Education
  • Online Learning and Teaching in STEM Education

    Sustainability in STEM Education: This topic aims to publish high-quality studies on STEM and sustainability-related education. The research must focus on the views of educators, student teachers, or students regarding their competence and awareness, and other essential questions regarding human–environment relations from the perspective of ecological, social, cultural, and economic sustainability.

   New and Emerging Technologies in STE(A)M Education: This Special Issue will compile a collection of scholarly publications investigating the infiltration of new and emerging technologies into STE(A)M (science, technology, engineering, arts and mathematics) teaching and learning practices and experiences. It will collect incisive contributions from leading scholars on the benefits and challenges surrounding the design and implementation of novel and emerging technologies in a variety of STE(A)M learning contexts and domains: formal, informal, and non-formal contexts, and open and distance education.

   Inclusive STEM Education: The aim of this Special Issue is to ensure equitable access and opportunities for all students, regardless of their background, gender, race, or abilities, to engage and succeed in the fields of science, technology, engineering, and mathematics (STEM). This topic focuses on strategies, practices, and policies that promote diversity and inclusivity in STEM classrooms, encouraging underrepresented groups to pursue STEM careers.

    Problem-Based Learning (PBL) in STEM Education: In the context of STEM education, this Special Issue explores how PBL can be effectively implemented to enhance students' problem-solving skills, critical thinking, and hands-on experience. It examines the role of PBL in fostering a deeper understanding of STEM concepts and its impact on student engagement.

    Online Learning and Teaching in STEM Education: This topic delves into the use of digital platforms and technology to deliver STEM courses and engage students in virtual environments. This topic investigates the advantages and challenges of online STEM education, including the use of multimedia resources, interactive simulations, and remote laboratories. It also explores effective strategies for instructors to create engaging online STEM learning experiences.

Submitted articles should report on original, cutting-edge empirical studies that demonstrate validated practical experiences related to STEM education. Articles presenting interim results from innovative, ongoing projects will also be included. Conceptual essays contributing to future research and theory—by presenting reflective or theoretical analyses, epistemological studies, integrative and critical literature reviews, or the forecasting of emerging learning technologies and tendencies—are also welcome.

Prof. Dr. Kelum Gamage
Dr. Eila Jeronen
Dr. Brian M. McSkimming
Prof. Dr. Maria Meletiou-Mavrotheris
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • STEM education
  • physics
  • chemistry
  • biology
  • geography
  • mathematics
  • technology
  • science as practice
  • environmental science
  • engineering practices
  • curriculum
  • learning
  • teaching
  • assessment
  • scholarship
  • problem-solving
  • creativity
  • online learning
  • blended learning
  • remote learning
  • virtual learning
  • face-to-face learning
  • active learning
  • learning pedagogies
  • delivery of laboratories and workshops
  • online assessments
  • technology-enhanced learning
  • informal learning
  • student engagement
  • sustainability education
  • education for sustainability
  • teacher education
  • skill development
  • graduate attributes
  • tertiary education
  • higher education
  • further education
  • secondary education
  • primary education
  • competencies in teaching/learning sustainable development

Published Papers (2 papers)

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Research

17 pages, 287 KiB  
Article
Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development
by Maria Meletiou-Mavrotheris and Efi Paparistodemou
Educ. Sci. 2024, 14(4), 402; https://doi.org/10.3390/educsci14040402 - 11 Apr 2024
Viewed by 1193
Abstract
This article is a self-narrative of our 18-year research into the Technological Pedagogical Content Knowledge (TPACK)-guided professional development of teachers in ICT-enhanced mathematics learning. Using autoethnography as the methodology to elucidate our transformative personal evolution in implementing the TPACK model, we describe how [...] Read more.
This article is a self-narrative of our 18-year research into the Technological Pedagogical Content Knowledge (TPACK)-guided professional development of teachers in ICT-enhanced mathematics learning. Using autoethnography as the methodology to elucidate our transformative personal evolution in implementing the TPACK model, we describe how we conceptualized and enacted the TPACK framework across three distinct phases of our research trajectory. In the first phase, our efforts focused on offering afternoon seminars and workshops on using educational software. Mathematics teachers attended the seminars and workshops voluntarily. In the second phase, we concentrated on designing programs guided by the principles of adult education, which emphasize the importance of learner autonomy and relevance, and socio-constructivist views of teacher professional growth, which stress the role of collaboration and reflection in learning. In the final phase, we adopted a systemic, school-based approach to investigating and expanding TPACK for mathematics and other STEM/STEAM teachers. At the end of each phase’s description, we delve into the profound lessons learned and how these led to a paradigm shift, expanding our perspective on TPACK as practitioners and researchers. Finally, we present a set of recommendations for future research and practice aimed at facilitating the sustainability of STEM/STEAM teacher professional learning initiatives. Full article
(This article belongs to the Special Issue Editorial Board Members’ Collection Series in “STEM Education”)
15 pages, 274 KiB  
Article
Teamwork Made in China: Soft Skill Development with a Side of Friendship in the STEM Classroom
by Constance Van Horne and Tzipora Rakedzon
Educ. Sci. 2024, 14(3), 248; https://doi.org/10.3390/educsci14030248 - 27 Feb 2024
Viewed by 895
Abstract
One demand imposed by the global market is the possession of adequate soft skills, a challenge commonly faced by STEM (science, technology, engineering, and mathematics) graduates. This challenge is particularly prominent in China, which produces millions of STEM graduates annually. Consequently, there is [...] Read more.
One demand imposed by the global market is the possession of adequate soft skills, a challenge commonly faced by STEM (science, technology, engineering, and mathematics) graduates. This challenge is particularly prominent in China, which produces millions of STEM graduates annually. Consequently, there is a pressing need to develop and research programs facilitating the acquisition of soft skills, with a specific focus on teamwork, among Chinese engineers. To this end, we created a team-based project as part of a semester-long scientific English communication course at a Sino–foreign STEM university in China. The project aimed at fostering valuable soft skills through active learning, including teamwork, communication, and collaboration. In this report, we examine written reflections by students, aiming to assess their perceptions of soft skill development and overall experience resulting from their participation in the team-based project. Our results show the self-reflected soft skills development was considerable, and, unexpectedly, a noteworthy outcome of the project was the significant development of interpersonal connections, resulting in a positive experience and friendship development. Consequently, the findings of this study shed light on how teamwork can foster soft skills and friendship development, the latter often referred to as relationship development, another soft skill in the 21st century. Full article
(This article belongs to the Special Issue Editorial Board Members’ Collection Series in “STEM Education”)
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