Enhancing STEM Education through Collaborative Learning Approaches

Dear Colleagues,

In response to calls for STEM education that builds all students’ agency and sense of belonging, teachers and leaders are being encouraged more and more to consider how to equitably implement integrated STEM education for all—both in the formal classroom and beyond. This Special Issue is designed to help educators consider the best practices in collaborative STEM learning experiences that are inclusive of all students and allow them to experience and build their STEM identity. In doing so, the focus of this Special Issue will be to explore collaborative strategies to inspire meaningful and impactful STEM learning. 

Through a collection of research and practitioner-based papers focused on collaborative approaches in STEM education, readers will come away with a strong sense of the best practices in STEM education to ensure coherent and standards-aligned teaching across disciplines through authentic opportunities to meaningfully engage students.

Contributions encompassing a wide range of themes related to this topic are welcome, including but not limited to:

• Examination of pedagogical strategies that facilitate collaboration in STEM education;
• Exploration of effective collaborative strategies within science, math, and/or STEM-related contexts;
• Examination of the impact of collaborative STEM education on students' conceptual understanding and achievement;
• Evaluation of the challenges and benefits of incorporating collaboration in STEM education;
• Laying the foundation for effective collaboration through theoretical and conceptual frameworks in STEM education;
• Integrating social justice and culturally relevant pedagogy through collaboration in STEM education;
• Supporting special populations with collaboration through STEM education;
• Assessing affective student outcomes of collaboration in STEM education.

Dr. Kristin L. Cook
Dr. Jessica Ivy
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• STEM education
• research-based practices
• collaborative learning