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 The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJEMST.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 sıralaConstructed-Response as an Alternative to Interviews in Conceptual Change Studies: Students’ Explanations of Force
Cilt 2015/3, Sayı 1
Creating a Taken-As-Shared Understanding for Scientific Explanation: Classroom Norm Perspective
Cilt 2014/2, Sayı 2
Dialogic Discourse in the Classroom
Cilt 2015/3, Sayı 4
Effectiveness of Science-Technology-Society (STS) Instruction on Student Understanding of the Nature of Science and Attitudes toward Science
Cilt 2015/3, Sayı 1
Estimating Survival Rates in Engineering for Community College Transfer Students Using Grades in Calculus and Physics
Cilt 2015/3, Sayı 4
Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students
Cilt 2014/2, Sayı 4
Exploring Foundation Concepts in Introductory Statistics using Dynamic Data Points
Cilt 2015/3, Sayı 3
Flexible Conceptions of Perspectives and Representations: An Examination of Pre-Service Mathematics Teachers’ Knowledge
Cilt 2014/2, Sayı 3
Identfying The Needs Of Pre-Service Classroom Teachers About Science Teaching Methodology Course In Terms Of Parlett’s Illuminative Program Evaluation Model
Cilt 2014/2, Sayı 2
Lessons Learned about Effective Professional Development: Two Contrasting Case Studies
Cilt 2015/3, Sayı 4
Mathematics Teacher Candidates’ Metaphors about the Concept of “Mathematics”
Cilt 2014/2, Sayı 4
Modeling Successful STEM High Schools in the United States: An Ecology Framework
Cilt 2015/3, Sayı 1
Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration Around a Digital Game
Cilt 2015/3, Sayı 1
Positive Emotion in Nature as a Precursor to Learning
Cilt 2014/2, Sayı 3
Primary School Students’ Spatial Orientation Strategies in an Outdoor Learning Activity supported by Mobile Technologies
Cilt 2014/2, Sayı 4
Prospective Mathematics Teachers’ Views on the FATIH Project: The Big Educational Technology Movement in Turkey
Cilt 2015/3, Sayı 4
Reliability and Validity Study of the Mobile Learning Adoption Scale Developed Based on the Diffusion of Innovations Theory
Cilt 2014/2, Sayı 4
Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning
Cilt 2015/3, Sayı 3
Seventh Grade Students’ Perceptions of Using Concept Cartoons in Science and Technology Course
Cilt 2014/2, Sayı 2
The Development of Paranormal Belief Scale (PBS) for Science Education in the Context of Turkey
Cilt 2014/2, Sayı 2
The Effect of Using an Explicit General Problem Solving Teaching Approach on Elementary Pre-Service Teachers’ Ability to Solve Heat Transfer Problems
Cilt 2014/2, Sayı 3
The Mathematical Experiences of Black Males in a Predominantly Black Urban Middle School and Community
Cilt 2014/2, Sayı 3
The Perception of Preservice Mathematics Teachers on the Role of Scaffolding in Achieving Quality Mathematics Classroom Instruction
Cilt 2015/3, Sayı 4
The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary?
Cilt 2015/3, Sayı 3
“True to Myself”: Transforming Secondary Mathematics Teachers’ Beliefs and Practices
Cilt 2015/3, Sayı 3