Editorial Board

Instructions for authors





ISSN: 2301-251X


The Journal aims to stimulate discussions on contemporary topics in science and mathematics education and to foster the application of the results in primary, secondary, and higher education. Research papers are welcome for rapid publication. The European Journal of Science and Mathematics Education is open-access, peer-reviewed and published quarterly. 


Dear colleagues,

As we near completion of our 4th year since launching EJSME and start Volume 5, we note with pride the increasing recognition and acceptance of EJSME by the academic community. Through diligent and meticulous work of the Editorial Board, each issue has been prepared with carefully peer reviewed articles that have been scrutinized for relevancy to the field of ‘science and mathematics education’, and every issue always published on time.  The constantly increasing number of submissions, the substantial number of visitors to our Journal website, and the very positive feedback we are receiving from our colleagues is an attestation of our Journal’s good standing. To this day, the Journal has been run solely and voluntarily by the Editorial Board with no funding from any external sources, and completely independent of any publishing house or institution. Although profit has never been the object of the founders of the Journal, because of the increasing numbers of submissions and the concomitant increase in the volume of work, it has become necessary to charge a publication fee so as to meet the various costs being incurred for clerical support and IT expenses. After careful consideration, we have decided on a publication fee of €500 to be charged for accepted articles, starting with the 5th volume in 2017. With this move we shall be able to maintain EJSME as an advertisement free and open access journal to all interested readers. The publication fee will apply for all accepted articles that were submitted after 1st October 2016. We hope that this decision will be received by the academic community with understanding.

European Journal of Science and Mathematics Education

Current issue vol. 4, no. 4, October  2016
Using a simulation game to make learning about angles meaningful. an exploratory study in primary school
Angela Piu     Cesare Fregola     Anna Santoro                                
Towards deeper comprehension in higher engineering education: "method of cornerstones"
Aki Korpela     Timo Tarhasaari     Lauri Kettunen     Risto Mikkonen     Hanna Kinnari-Korpela                        
An inquiry-based learning intervention to support post-primary engagement with science, technology, engineering and mathematics
Joseph Roche     Arlene O’Neill     Mark Prendergast                                
Survey of mathematics teachers’ static and transformational performance and perspectives for teaching similarity
Robert F. Cunningham     Anthony Rappa                                    
Two concepts of radiation. a case study investigating existing preconceptions
Thomas Plotz     Martin Hopf                                    
Teaching experimental design to elementary school pupils in Greece
Konstantinos Karampelas                                        
Conceptions of pupils of the primary on the topic of an electric circuit in three countries (Canada, France and Morocco)
Abdeljalil Métioui     Mireille Baulu MacWillie     Louis Trudel                                
A comparative analysis of common mistakes in achievement tests prepared by school teachers and corporate trainers
Ali Simsek                                        
Introducing new material for a standardized exam: a controlled, prospective, double-blinded test of student learning
Kopl Halperin     William S. Dunbar                                    
Examining teaching based on errors in mathematics amongst pupils with learning disabilities
Noga Magen-Nagar                                        
Pre-service teachers’ mathematical models' features
Juhaina Shahbari     Wajeeh Daher                                    
Assessment of the implementation of continuous assessment: the case of METTU university
Getinet Seifu Walde