Aims & Scope
The Journal of Pre-College Engineering Education Research (J-PEER) is issued electronically twice a year and serves as a forum and 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 This journal invites authors to submit their original and unpublished work in the form of (1) research papers or (2) shorter practitioner reports in numerous areas of STEM education, with a special emphasis on cross-disciplinary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.
J-PEER publishes a wide range of topics, including but 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.
(2) Practitioner Report section (1 paper per issue)
All submissions to the practitioner report section undergo a peer-review process. Submissions to the practitioner report section are expected to be shorter (1500–2500 words).
See the Author Guidelines for a list of qualities that reviewers look for in a strong submission.