Published by: Springer
| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 164 | 17 | 36 | 17 |
International Journal of STEM Education mostly deals with topics like Science education, Educational technology, Mathematics education, Teaching method and Professional development. Science education research discussed in the journal aim to provide more information in the subject of Pedagogy. The studies in Educational technology featured incorporate elements of Cooperative learning, Perception, Active learning and Engineering ethics.
Mathematics education research featured in International Journal of STEM Education incorporates concerns from various other topics such as Semi-structured interview and Grounded theory. While it focused on Teaching method, it was also able to explore topics like Educational research and Public relations. The Professional development study tackled is a key component of adjacent topics in the area of Self-efficacy.
Curriculum research is the primary subject tackled in it with a focus on Curriculum development.
The most cited publications investigate areas of study like Science education, Educational technology, Mathematics education, Teaching method and Curriculum. The published papers feature research on Science education in an attempt to reinforce studies in the field of Pedagogy. While the journal publications focused on Educational technology, they were also able to explore topics like Variety (cybernetics), Inclusion (education) and Engineering education.
Science education, Educational technology, Mathematics education, Curriculum and Professional development are among the topics commonly tackled in the journal. Test (assessment), Active learning, Survey data collection, Perception and Engineering education are some topics wherein Science education research discussed in International Journal of STEM Education have an impact. International Journal of STEM Education focuses on Educational technology but the discussions also offer insight into other areas such as Developmental psychology, Work (electrical), Teaching method and Self-efficacy.
The study of Mathematics education encompasses disciplines such as Sensemaking, as well as fields such as Concept learning and Sociology of scientific knowledge, all of which overlap with one another. It deals with Curriculum in conjunction with Online learning community and similar fields in Faculty development, Sense of community and Learning community. The Professional development works featured in it incorporate elements from Discipline, Quantitative research, Qualitative property and Career counseling.
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in International Journal of STEM Education (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in International Journal of STEM Education (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 1.82% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 33.33% were posted by at least one author from the top 10 institutions publishing in the journal. Another 18.52% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 11.11% of all publications and 37.04% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
Scholars and educators involved in STEM education are presented with broad and exciting career opportunities. One such route within STEM education and research is the role of a marriage and family therapist. Those with a background in psychology and counselling may consider this career path as an opportunity to apply their scientific knowledge to real-world scenarios, assisting families and couples in enhancing their lives and relationships.
In Maryland, for instance, the occupation expects a remarkable growth rate in the coming years. But, before proceeding, one must comprehend the education requirements, which mostly include a Master's degree in Marriage and Family Therapy or a related field, accumulated supervised clinical experience and a state-issued license.
As you dive into STEM education topics, such as science, educational technology, or mathematics, integrating knowledge from psychology or counseling theories could contribute significantly to your career as a marriage and family therapist. Understandably, transitioning to a therapy-focused career from a STEM background may sound intimidating. Nevertheless, the basic principles of problem-solving, critical analysis, and a deep understanding of human behavior in STEM disciplines serve beneficially in therapy contexts too.
If you find this matrimonial and family therapy career intriguing, please proceed to our article about the detailed education requirements and the complete process involved to become certified in Maryland. Marriage counseling education requirements in Maryland walks you through the necessary steps to recompense your STEM education into a rewarding career path.
Kevin A. Nguyen;Maura Borrego;Cynthia J. Finelli;Matt DeMonbrun
(2021)Gillian H. Roehrig;Emily A. Dare;Elizabeth Ring-Whalen;Jeanna R. Wieselmann
(2021)Madison E. Andrews;Maura Borrego;Audrey Boklage
(2021)Katelyn M. Cooper;Logan E. Gin;Sara E. Brownell
(2020)Katelyn M. Cooper;Jacqueline M. Cala;Sara E. Brownell
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