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Nov 22, 2025, 8:51:13 AM11/22/25
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The Journal for STEM Education Research is inviting submissions for its Special Issue on Knowing and Learning in Integrated STEM Education.
The ongoing and rapid development of STEM (science, technology, engineering, and mathematics) education has prompted critical questions about what educators and students do and gain within integrated STEM environments, especially in contrast to teaching and learning within individual disciplines such as mathematics or physics. In contexts such as collaborative project work and solving interdisciplinary and non-routine problems that are common in STEM education, the nature and processes of knowing and learning remain underexplored. While psychology and education offer a rich and long history of theoretical and empirical research on learning, integrated STEM education introduces new complexities that require further scholarly investigation. For example, when students encounter novel and complex problems, do they draw on existing disciplinary knowledge, develop new knowledge resources, and/or construct connections across disciplines? Do they instead rely on interactions with peers and the learning environment to co-construct understanding and arrive at solutions? Are the exiting constructs and frameworks (e.g., domain-specific conceptual change), developed mainly in individual disciplinary contexts, still adequate to provide a theoretical lens to model knowing and learning in integrated STEM contexts? Furthermore, as technology is frequently used as a tool in STEM education, how does its use (when not itself the subject of instruction) impact students’ and teachers’ understanding and performance?
This Special Issue on Knowing and Learning in Integrated STEM Education invites cutting-edge theoretical and empirical research that investigates how students and teachers come to know, understand, and learn through interdisciplinary project work in integrated STEM contexts. We seek high-quality empirical and theoretical contributions that build upon or extend existing theoretical and empirical frameworks on knowing and learning, with the goal of advancing scholarship in this emerging and critical area of research.
Notes for Prospective Contributors
This Special Issue welcomes submissions of both Research Articles and Research Reviews. Submitted manuscripts must be original, unpublished works and should not be under review or consideration for publication elsewhere.
Online SUBMISSION is through Call for Papers and authors are welcome to submit their papers through the journal’s Online Manuscript Submission System Editorial Manager®. Do note that paper submissions via email are not accepted.
DEADLINE: Please submit your paper by August 31, 2026.
More: https://link.springer.com/collections/ccifccbfjj
The ongoing and rapid development of STEM (science, technology, engineering, and mathematics) education has prompted critical questions about what educators and students do and gain within integrated STEM environments, especially in contrast to teaching and learning within individual disciplines such as mathematics or physics. In contexts such as collaborative project work and solving interdisciplinary and non-routine problems that are common in STEM education, the nature and processes of knowing and learning remain underexplored. While psychology and education offer a rich and long history of theoretical and empirical research on learning, integrated STEM education introduces new complexities that require further scholarly investigation. For example, when students encounter novel and complex problems, do they draw on existing disciplinary knowledge, develop new knowledge resources, and/or construct connections across disciplines? Do they instead rely on interactions with peers and the learning environment to co-construct understanding and arrive at solutions? Are the exiting constructs and frameworks (e.g., domain-specific conceptual change), developed mainly in individual disciplinary contexts, still adequate to provide a theoretical lens to model knowing and learning in integrated STEM contexts? Furthermore, as technology is frequently used as a tool in STEM education, how does its use (when not itself the subject of instruction) impact students’ and teachers’ understanding and performance?
This Special Issue on Knowing and Learning in Integrated STEM Education invites cutting-edge theoretical and empirical research that investigates how students and teachers come to know, understand, and learn through interdisciplinary project work in integrated STEM contexts. We seek high-quality empirical and theoretical contributions that build upon or extend existing theoretical and empirical frameworks on knowing and learning, with the goal of advancing scholarship in this emerging and critical area of research.
Notes for Prospective Contributors
This Special Issue welcomes submissions of both Research Articles and Research Reviews. Submitted manuscripts must be original, unpublished works and should not be under review or consideration for publication elsewhere.
Online SUBMISSION is through Call for Papers and authors are welcome to submit their papers through the journal’s Online Manuscript Submission System Editorial Manager®. Do note that paper submissions via email are not accepted.
DEADLINE: Please submit your paper by August 31, 2026.
More: https://link.springer.com/collections/ccifccbfjj
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