Special Issue "Education and Technology in Sciences—Selected Papers of CISETC 2021 Conference"

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

Deadline for manuscript submissions: 10 February 2023 | Viewed by 1459

Special Issue Editors

Prof. Dr. Klinge Orlando Villalba-Condori
E-Mail Website
Guest Editor
Vicerectorado de Investigación, Universidad Católica de Santa María, Arequipa, 04001, Perú
Interests: STEAM education; computational thinking educaction; science teaching; technologies in education
Prof. Dr. Deborah A. Fields
E-Mail Website
Guest Editor
Emma Eccles Jones College of Education and Human Services, Utah State University, Utha, UT 84322, USA
Interests: identity; connective ethnography; virtual worlds; social networking sites; computer science education
Prof. Dr. Agustin Aduriz-Bravo
E-Mail Website
Guest Editor
Centro de Formación e Investigación en Enseñanza de las Ciencias (CeFIEC), Universidad de Buenos Aires, Argentina, C1426BDG, Argentina
Interests: didactics of science; philosophy of science in science education; science teacher education; modelling and argumentation in science teaching
Prof. Dr. Siu-Cheung Kong
E-Mail Website
Guest Editor
Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, China
Interests: IT in mathematics education; programming for computational thinking development computational thinking; education policy on technology-transformed education

Special Issue Information

Dear Colleagues,

This Special Issue will be developed within the framework of the International Congress of Education and Technology in Sciences—CISETC (http://www.usat.edu.pe/cisetc2021/), whereby the best articles that are presented will be asked for an extended version.

The CISETC will receive articles grouped as follows:

  1. Didactics in STEAM, oriented to the teaching of Science, Technology, Engineering, Art and Mathematics at all educational levels.
  2. Development and use of technologies for STEAM education, considering the influence of technology in educational and pedagogical processes. Here, you will find the articles presented on the development of technologies and the use of technologies to favor the achievement of learning within the framework of STEAM education.

Prof. Dr. Klinge Orlando Villalba-Condori
Prof. Dr. Deborah A. Fields
Prof. Dr. Agustin Aduriz-Bravo
Prof. Dr. Siu-Cheung Kong
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 1400 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.


  • STEAM education
  • science didactics
  • science teaching
  • science learning
  • mathematics teaching
  • chemistry teaching
  • biology teaching
  • technology in education
  • computational thinking
  • mathematical modeling

Published Papers (1 paper)

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Systematic Review
A Qualitative Systematic Literature Review on Phonological Awareness in Preschoolers Supported by Information and Communication Technologies
Educ. Sci. 2022, 12(6), 382; https://doi.org/10.3390/educsci12060382 - 31 May 2022
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This review is a systematic literature review (SLR) with the aim of advancing the state of the art in Phonological Awareness in preschoolers (4–6 years) by means of Information and Communication Technologies (ICT). The SLR provides an important guide to newcomers to this [...] Read more.
This review is a systematic literature review (SLR) with the aim of advancing the state of the art in Phonological Awareness in preschoolers (4–6 years) by means of Information and Communication Technologies (ICT). The SLR provides an important guide to newcomers to this domain and researchers who seek a structured body of knowledge in the subject for gaining new, important insights. Searches were carried out in the indexed database Scopus© between June and July 2020. Among the inclusion and exclusion criteria were studies reported in English, Spanish and Portuguese, updated electronic documents from the last ten years and studies cited by others at least once, except for those with publication acknowledgement after 2017. To complete the task, a triangulation assessment was made among three researchers using the same tool developed in Microsoft Excel©, in which the search terms, the search strings, inclusion and exclusion criteria and the study collection process were systematized along with a word cloud of keywords to improve the systematic feature of the SLR. Fifty-nine (59) scientific articles were selected and from those, 24 articles met the experts’ criteria. The method included: (1) search and selection of terms; (2) inclusion and exclusion criteria; (3) the searching process; and (4) reporting study collection. The SLR synthesis reported in this paper is a novel contribution built on two conceptual categories: Computer assisted learning systems (CAL) and Computer assisted instruction systems (CAI) which frame works on Phonological Awareness processes with Preschoolers and provide an appraisal of the results to advance knowledge of systematic reviews of preschoolers’ phonological awareness strictly supported by ICT. Full article
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