Disseminates documented innovations in engineering education practice through the creative use of multimedia. includes descriptions of innovative curricula, courses, and teaching practices both within and outside the classroom that are clearly built upon a foundation of accepted learning science principles. Completed and documented studies are published as full articles; work in progress that shows distinct promise of eventual success may be published as educational briefs.
Open Access STEM Journals
Chemistry Education Research and Practice (CERP) is the journal for teachers, researchers and other practitioners at all levels of chemistry education. It is published free of charge, electronically, four times a year; coverage includes the following:
-Research, and reviews of research, in chemistry education
-Evaluations of effective innovative practice in the teaching of chemistry
-In-depth analyses of issues of direct relevance to chemistry education
The objectives of the journal follow:
-To provide researchers with the means to publish their work in full in a journal exclusively dedicated to chemistry education
-To offer teachers of chemistry at all levels a place where they can share effective ideas and methods for the teaching and learning of chemistry
-Most importantly, to bridge the gap between the two groups so that researchers will have their results seen by those who could benefit from using them, and practitioners will gain from encountering the ideas and results of those who have made a particular study of the learning process
The Electronic Journal of Science Education is a peer reviewed journal sponsored Southwestern University and Texas Christian University. It is published by Texas Christian University. EJSE publishes manuscripts relating to issues in science education/science teacher education from early childhood through the university level and informal science and environmental education. EJSE reviews original science education manuscripts that report meaningful research, present research methodology, develop theory, and explore new perspectives.
The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms.
The International Journal of STEM Education is a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of education. As a peer-reviewed journal, it is positioned to promote research and educational development in the rapidly evolving field of STEM education around the world. The International Journal of STEM Education provides a unique platform for sharing research regarding, among other topics, the design and implementation of technology-rich learning environments, innovative pedagogies, and curricula in STEM education that promote successful learning in Pre K-16 levels including teacher education. We are also interested in studies that address specific challenges in improving students’ achievement, approaches used to motivate and engage students, and lessons learned from changes in curriculum and instruction in STEM education. The journal encourages translational STEM education research that bridges research and educational policy and practice for STEM education improvement.
Founded in 2001, the Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. Our peer reviewed Journal promotes SoTL investigations that are theory-based and supported by evidence. JoSoTL's objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base. The themes of the Journal reflect the breadth of interest in the pedagogy forum.
Physical Review Physics Education Research (PRPER) is a peer-reviewed online open-access journal sponsored by the American Physical Society (APS), the American Association of Physics Teachers (AAPT) and the APS Forum on Education. The articles are published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License.
The journal covers the full range of experimental and theoretical research related to the teaching and/or learning of physics. PRPER is distributed without charge and financed by publication charges to the authors or to the authors' institutions. The criteria for acceptance of articles include the high scholarly and technical standards of our other Physical Review journals. Authors may submit review articles, replication studies, and descriptions of the development and use of new assessment tools. Presentations of research techniques and methodology comparisons/critiques will be considered.
Welcome to The STEAM Journal, a transdisciplinary, international, theory-practice, peer-reviewed, academic, open access, online journal with a focus on the intersection of the sciences and the arts. The STEAM Journal integrates perspectives from a variety of contexts and fields. This publication features the bridges between Science, Technology, Engineering Mathematics (STEM) and the Arts. In this context, the journal acts as a forum for open dialogue of STEAM as well as expanding the body of transdisciplinary knowledge. The STEAM Journal is a hub for scholars and practitioners of many disciplines who wish to provide commentary, exchange ideas and inform policy and practice of STEAM.