Aims & Scope
The Journal of Pre-College Engineering Education Research (J-PEER) is issued twice a year electronically and serves as a forum and a community space for the publication of research and evaluation reports on areas of pre-college STEM education, particularly in engineering.
J-PEER targets scholars and practitioners in the new and expanding field of pre-college engineering education. This journal invites authors to submit their original and unpublished work in the form of (1) research papers or (2) shorter practitioner reports in numerous areas of STEM education with a special emphasis on cross-disciplinary approaches incorporating engineering.
Broadly the topics include but are not limited to research articles on elementary and secondary students learning, curricular and extracurricular approaches to teaching engineering in elementary and secondary school, professional development of teachers and other school professionals, comparative approaches to curriculum and professional development in engineering education, parents’ attitudes toward engineering, and the learning of engineering in informal settings.
For all submissions, the journal strives to provide feedback within three months.
The journal will contain two distinct sections.
(1) Research section (3 papers per issue)
All submissions to the research section of this journal undergo rigorous double-blind peer review based on our published evaluation criteria and the anonymous refereeing of the editorial board and external reviewers.
Reviewers evaluate the manuscripts according the six criteria and provide a narrative summary of their evaluation. The criteria consider the scholarly content of the manuscript and its contribution to the field (the first four) and the quality of organization and presentation (the last two). Manuscripts are expected to:
1.State clearly the topic addressed and the significance of the research to pre-college STEM education research or practice (focus and relevance);
2.Situate the research within relevant field of knowledge and explain how it adds to the existing field of knowledge (context and contribution);
3.Employ appropriate research designs, methods, theories, and/or practices (research validity and reliability or credibility and dependability);
4.Express clearly and provide compelling evidence to original and significant ideas or results supported (results and generalizability or transferability);
5.Communicate clearly, succinctly and precisely (clarity and readability); and
6.Provide tables, figures and any other supplementary material, as needed, that meaningfully add to the narrative (useful illustrations).
(2) Practitioner Report section (1 paper per issue)
All submissions to the practitioner report section undergo a peer-review process. These are some of the qualities we look for:
Reasoned debate on controversial subjects.
Opinion pieces that interweave experiences and ideas.
Program descriptions (school, district, state or informal).
Practical examples that illustrate key points.
An emphasis on explaining and interpreting research results rather than on methodology.
The submissions in the practitioners section are expected to be shorter (between 1500-2500 words).