eISSN:
 2767-1925

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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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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](81) +[HTML](55) +[PDF](744.67KB)
Non-routine mathematical problem-solving: Creativity, engagement, and intuition of STEM tertiary students
Tanya Evans, Sergiy Klymchuk, Priscilla E. L. Murphy, Julia Novak, Jason Stephens and Mike Thomas
2021, 1(4) : 256-278 doi: 10.3934/steme.2021017 +[Abstract](74) +[HTML](26) +[PDF](505.47KB)
Examination of modelling in K-12 STEM teacher education: Connecting theory with practice
Dragana Martinovic and Marina Milner-Bolotin
2021, 1(4) : 279-298 doi: 10.3934/steme.2021018 +[Abstract](59) +[HTML](47) +[PDF](889.92KB)
Daran robot, a reconfigurable, powerful, and affordable robotic platform for STEM education
Mingfeng Wang, Ruijun Liu, Chunsong Zhang and Zhao Tang
2021, 1(4) : 299-308 doi: 10.3934/steme.2021019 +[Abstract](84) +[HTML](16) +[PDF](1136.64KB)
The Laplace transform as an alternative general method for solving linear ordinary differential equations
William Guo
2021, 1(4) : 309-329 doi: 10.3934/steme.2021020 +[Abstract](87) +[HTML](22) +[PDF](910.86KB)
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](436) +[HTML](163) +[PDF](824.68KB) 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](651) +[HTML](178) +[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](746) +[HTML](334) +[PDF](438.34KB) 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](758) +[HTML](258) +[PDF](1355.31KB) 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](753) +[HTML](408) +[PDF](558.8KB) Cited By(0)
Good practices of delivery and teaching leadership for online educators in technical disciplines: A perspective
Tasadduq Imam
2021, 1(2) : 92-103 doi: 10.3934/steme.2021007 +[Abstract](490) +[HTML](340) +[PDF](384.01KB) Cited By(0)
Non-routine mathematical problem-solving: Creativity, engagement, and intuition of STEM tertiary students
Tanya Evans, Sergiy Klymchuk, Priscilla E. L. Murphy, Julia Novak, Jason Stephens and Mike Thomas
2021, 1(4) : 256-278 doi: 10.3934/steme.2021017 +[Abstract](74) +[HTML](26) +[PDF](505.47KB) Cited By(0)
Examination of modelling in K-12 STEM teacher education: Connecting theory with practice
Dragana Martinovic and Marina Milner-Bolotin
2021, 1(4) : 279-298 doi: 10.3934/steme.2021018 +[Abstract](59) +[HTML](47) +[PDF](889.92KB) Cited By(0)
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](81) +[HTML](55) +[PDF](744.67KB) Cited By(0)
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](791) +[HTML](373) +[PDF](688.2KB) 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](791) +[HTML](404) +[PDF](1212.87KB) PDF Downloads(430)
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](758) +[HTML](258) +[PDF](1355.31KB) PDF Downloads(246)
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](746) +[HTML](334) +[PDF](438.34KB) PDF Downloads(194)
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](791) +[HTML](373) +[PDF](688.2KB) PDF Downloads(184)
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](624) +[HTML](322) +[PDF](1148.22KB) PDF Downloads(183)
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](436) +[HTML](163) +[PDF](824.68KB) PDF Downloads(173)
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](651) +[HTML](178) +[PDF](765.35KB) PDF Downloads(150)
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](753) +[HTML](408) +[PDF](558.8KB) PDF Downloads(145)
Mathematics skills and STEM multidisciplinary literacy: Role of learning capacity
Usman Ghani, Xuesong Zhai and Riaz Ahmad
2021, 1(2) : 104-113 doi: 10.3934/steme.2021008 +[Abstract](448) +[HTML](309) +[PDF](379.75KB) PDF Downloads(142)
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](699) +[HTML](248) +[PDF](495.64KB) PDF Downloads(139)

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