Author Guidelines

 Preparation of Manuscripts


The uniform requirements and specific requirement of STEM Education Review (STEMER) are summarized below. Before submitting a manuscript, contributors are requested to check for the latest instructions available.

STEMER accepts manuscripts written in American English.

 Copies of any permission(s)


It is the responsibility of authors/ contributors to obtain permissions for reproducing any copyrighted material. A copy of the permission obtained must accompany the manuscript. Copies of any and all published articles or other manuscripts in preparation or submitted elsewhere that are related to the manuscript must also accompany the manuscript. The material should be sent to any of the two addresses given above.

 Types of Manuscripts


Original articles:

A research article shall mainly be about original research contribution, featured with empirical data and findings. Such original research should state the questions addressed and their context relative to prior knowledge on the subject. The relevant theories should be presented, the research design decisions should be justified, and the research methods should be described in detail to permit an evaluation of their quality. The interpretation of the results must be supported by the data. The conclusions should explain the significance of the results for advancing STEM education research or practice.

Review articles:

It is expected that these articles would be written by individuals who have done substantial work on the subject or are considered experts in the field. The prescribed word count is not less than 1500 excluding tables, references and abstract. The manuscript should have an unstructured Abstract representing an accurate summary of the article. The section titles would depend upon the topic reviewed. Authors submitting review article should include a section describing the methods used for locating, selecting, extracting, and synthesizing data. These methods should also be summarized in the abstract.

Book reviews:

Covers reviews of recently published books in the field.

Letter to the editor:

It is expected that the contributors could give post-publication updates on the subject of review. The update should be brief, covering the advances in the field after the publication of the article, and should be sent as a letter to editor, as and when major development occurs in the field. They should not be preliminary observations that need a later paper for validation. The letter could have up to 500 words. It could be generally authored by not more than four authors.


It is for contributors to express different viewpoints and to correct some misunderstandings regarding topics in previously published papers. Readers of the journal are earnestly invited to contribute their ideas. Commentaries should be relatively brief, normally two to four manuscript pages, and will be published as rapidly as possible.


Other types of articles such as Editorial, Guest Editorial, and so on are also welcome.

 Topics of Manuscripts


Articles and research reports that are of interest to STEM educators and that do not clearly belong in any one of the special sections will appear here. Generally they deal with such areas as STEM curricula and instructional programs, tests and assessment instruments, and the history of STEM education in elementary education, post-secondary education, under-graduate education and graduate education.

Critical perspectives
The section will be composed of empirical research, conceptual arguments, or reviews that focus on STEM learning, pedagogies, curricula, or initiatives that explicitly question or challenge the dominant goals and aims of the field from the macro- (e.g., policy) or ground-level (e.g., classrooms, out-of-school, community settings).

Teaching and learning
Theoretical and empirical research studies that investigate the learning of STEM from various lenses, including psychological, social, cognitive, sociohistorical, and affective, are welcome. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome.

Issues and trends
Consists primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to STEM education.

STEM education policy
Articles about the goals and/or underlying principles of policies adopted by government, interest groups, school districts, etc., and their effect on STEM education are welcome. It also includes research examines how theory, research, and practice of STEM education are influenced by policy decisions.

STEM learning in everyday life
Consists of analytical, interpretative, or philosophical papers regarding STEM education outside the formal classroom in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop STEM interest, knowledge or practices across the life span.

STEM teacher education
Consists of original empirical and/or theoretical research that examines the preparation of teachers, the work of teachers, or how teachers' work is influenced by a broader context. "Teacher education" refers to development throughout the continuum of one's teaching career, from pre-service, through induction, into advanced professional stages of teaching.

List references in alphabetical order according to APA style. Each reference listed should be cited in the body of the text, and citations to each text should be listed in the references section.

Articles in Journals

McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51.

Books and Other Monographs

1. Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological Association.

2. Balsam, K. F., Martell, C. R., Jones. K. P., & Safren, S. A. (2019). Affirmative cognitive behavior therapy with sexual and gender minority people. In G. Y. Iwamasa & P. A. Hays (Eds.), Culturally responsive cognitive behavior therapy: Practice and supervision (2nd ed., pp. 287–314). American Psychological Association.


  • Tables should be self-explanatory and should not duplicate textual material.
  • Number tables, in Arabic numerals, consecutively in the order of their first citation in the text and supply a brief title for each.
  • Place explanatory matter in footnotes, not in the heading.
  • Explain in footnotes all non-standard abbreviations that are used in each table.
  • Obtain permission for all fully borrowed, adapted, and modified tables and provide a credit line in the footnote.
  • For footnotes use the following symbols, in this sequence: *, †, ‡, §, ||,¶ , **, ††, ‡‡
  • Tables with their legends should be provided at the end of the text after the references. The tables along with their number should be cited at the relevant place in the text

Illustrations (Figures)

  • Upload the images in JPEG format. The file size should be within 1024 kb in size while uploading.
  • Figures should be numbered consecutively according to the order in which they have been first cited in the text.
  • Labels, numbers, and symbols should be clear and of uniform size. The lettering for figures should be large enough to be legible after reduction to fit the width of a printed column.
  • Symbols, arrows, or letters should contrast with the background and should be marked neatly with transfer type or by tissue overlay and not by pen.
  • Titles and detailed explanations belong in the legends for illustrations not on the illustrations themselves.
  • When graphs, scatter-grams or histograms are submitted the numerical data on which they are based should also be supplied.
  • The photographs and figures should be trimmed to remove all the unwanted areas.
  • If photographs of individuals are used, their pictures must be accompanied by written permission to use the photograph.
  • If a figure has been published elsewhere, acknowledge the original source and submit written permission from the copyright holder to reproduce the material. A credit line should appear in the legend for such figures.
  • Legends for illustrations: Type or print out legends for illustrations using double spacing, with Arabic numerals corresponding to the illustrations. When symbols, arrows, numbers, or letters are used to identify parts of the illustrations, identify and explain each one in the legend. 
  • Final figures for print production: Send sharp, glossy, un-mounted, color photographic prints, with height of 4 inches and width of 6 inches at the time of submitting the revised manuscript. Print outs of digital photographs are not acceptable. If digital images are the only source of images, ensure that the image has minimum resolution of 300 dpi or 1800 x 1600 pixels in TIFF format. The Journal reserves the right to crop, rotate, reduce, or enlarge the photographs to an acceptable size.