Interdisciplinary Approaches to STEM Education

Dear Colleagues,

It is commonly understood that STEM refers to science, technology, engineering, and mathematics. However, there is still no firm consensus about what STEM education means. For our purposes, we will consider STEM education to mean more than science education or technology education or engineering education or mathematics education. We will consider STEM education to mean the integration of at least two of these fields in education. In addition, we intend technology to primarily refer to coding, programming, or computer science. We search for more than the incidental use of technology with science, engineering, and/or mathematics education as we consider STEM integration.

There are ample research papers on interdisciplinary STEM teaching at the elementary school level. There is also a considerable integration of STEM content at the college level, especially in the area of engineering, which relies on knowledge of mathematics and science. However, interdisciplinary STEM education at the secondary level is more challenging. The bridge from elementary school approaches to college-level approaches is of particular interest. Thus, the aim of this Special Issue on interdisciplinary approaches to STEM education is to share research on effective STEM teaching, especially at the secondary level.

Manuscripts that address the following are solicited:

• Papers, theoretical or empirical, that address topics such as 1) deepening student understanding of one or more STEM fields by integrating one or more of the other fields, or 2) allowing students to explore and solve authentic problems through an interdisciplinary approach.
• Systematic reviews or meta-analyses that address the effects of interdisciplinary STEM education.
• Teaching approaches that increase student learning through the integration of STEM content.
• Teaching approaches that increase student learning of other fields through the integration of content in one or more STEM fields.
• Teacher development models that change classroom instruction strategies to include interdisciplinary STEM teaching approaches.

Dr. Sandra Nite
Dr. Niyazi Erdoğan
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.

• interdisciplinary
• integrated STEM
• innovative teaching