International Journal of Education in Mathematics, Science and Technology
Necmetttin Erbakan Üniversitesi ISSN 2147-611X
Dergi hakkında
The International Journal of Education in Mathematics, Science and Technology (IJEMST) is a peer-reviewed scholarly online journal. The IJEMST is published quarterly in January, April, July and October. The IJEMST welcomes any papers on math education, science education and educational technology using techniques from and applications in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, research in an educational context, book reviews, and review articles. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJEMST.
- Editör
- İsmail Şahin
- Yayın sıklığı
- Üç ayda bir
Makaleler 90
Filtrele ve sıralaAn Examination of Cross Sectional Change in Student’s Metaphorical Perceptions towards Heat, Temperature and Energy Concepts
Cilt 2016/4, Sayı 3
A Sample WebQuest Applicable in Teaching Topological Concepts
Cilt 2016/4, Sayı 2
Instrumental Appropriation of a Collaborative, Dynamic-Geometry Environment and Geometrical Understanding
Cilt 2016/4, Sayı 2
Investigating the Effect of Origami Instruction on Preservice Teachers’ Spatial Ability and Geometric Knowledge for Teaching
Cilt 2016/4, Sayı 3
Mathematically Gifted High School Students’ Approaches to Developing Visual Proofs (VP) and Preliminary Ideas about VP
Cilt 2016/4, Sayı 3
Pre-Service Middle School Mathematics Teachers’ Understanding of Students’ Knowledge: Location of Decimal Numbers on a Number Line
Cilt 2016/4, Sayı 2
Sociocultural Perspective of Science in Online Learning Environments
Cilt 2016/4, Sayı 3
Theoretical Framework of Researcher Knowledge Development in Mathematics Education
Cilt 2016/4, Sayı 2
The Pre-service Science Teachers’ Mental Models for Concept of Atoms and Learning Difficulties
Cilt 2016/4, Sayı 2
Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment
Cilt 2016/4, Sayı 3
Using Data Mining Techniques Examination of the Middle School Students’ Attitude towards Mathematics in the Context of Some Variables
Cilt 2016/4, Sayı 3
Using Open-Response Fraction Items to Explore the Relationship Between Instructional Modalities and Students’ Solution Strategies
Cilt 2016/4, Sayı 2
Evaluation of Learning Gains through Integrated STEM Projects
Cilt 2016/4, Sayı 1
Lessons Learned: Authenticity, Interdisciplinarity, and Mentoring for STEM Learning Environments
Cilt 2016/4, Sayı 1
Mathematical Modeling: A Bridge to STEM Education
Cilt 2016/4, Sayı 1
Moving STEM Beyond Schools: Students’ Perceptions about an Out-of-School STEM Education Program
Cilt 2016/4, Sayı 1
STEM Images Revealing STEM Conceptions of Pre-Service Chemistry and Mathematics Teachers
Cilt 2016/4, Sayı 1
Through Biodiversity and Multiplicative Principles Turkish Students Transform the Culture of STEM Education
Cilt 2016/4, Sayı 1
A Mentoring Program for Inquiry-Based Teaching in a College Geometry Class
Cilt 2014/2, Sayı 4
An Evaluation of UNESCO Publications on Mathematics Education: From 1989 to 2013
Cilt 2015/3, Sayı 1
Assessing Teaching and Assessment Competences of Biology Teacher Trainees: Lessons from Item Development
Cilt 2014/2, Sayı 3
A Story of African American Students as Mathematics Learners
Cilt 2014/2, Sayı 3
A Study of the Impact of Inquiry-Based Professional Development Experiences on the Beliefs of Intermediate Science Teachers about “Best Practices” for Classroom Teaching
Cilt 2014/2, Sayı 2
Building Mathematical Fluency for Students with Disabilities or Students At-Risk for Mathematics Failure
Cilt 2014/2, Sayı 4
Changing Preschool Children’s Attitudes into Behavior towards Selected Environmental Issues: An Action Research Study
Cilt 2015/3, Sayı 1