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. 3, July  2016
Math is like a lion hunting a sleeping gazelle: preservice elementary teachers’ metaphors of mathematics
Carmen M. Latterell     Janelle L. Wilson                                    
A time profile of mathematics in a ‘gap year’ in Irish secondary schools
Mark Prendergast     Niamh O’Meara                                    
A scoping study investigating student perceptions towards inquiry based learning in the laboratory
Nicola King     Thomas Van der Touw     Lucy Spowart     Craig Lawlor                            
Mathematical induction: deductive logic perspective
Hamide Dogan                                        
Investigation of the relationship between pre-service science teachers’ perceived self-efficacy in science teaching and disposition toward reflective thinking
Safak Ulucinar Sagir     Oktay Aslan     Harun Bertiz     Fulya Oner Armagan                            
An alternative triangle area strategy
Tod Shockey     P. Zhang     P. Brosnan                                
Question classification taxonomies as guides to formulating questions for use in chemistry classrooms
Kayima Festo                                        
Secondary school mathematics student teachers’ causal attribution for success and failure in mathematics
Savas Basturk                                        
Advanced level biology teachers’ attitudes towards assessment and their engagement in assessment for learning
Sharon Bramwell-Lalor     Marcia Rainford                                    
Astronauts in outer space teaching students science: comparing Chinese and American implementations of space-to-earth virtual classrooms
Song A. An     Meilan Zhang     Daniel A. Tillman     William Robertson     Carlos R. Paez                        
Science club - a concept
Claas Wegner     Nicole Issak     Katharina Tesch     Carolin Zehne