Call for Papers_Special Issue

Journal of Cognitive Education and Psychology (JCEP)

Call for Papers_Special Issue

Innovations in Science, Technology, Engineering and Mathematics (STEM) Education in Kindergarten

Guest Editor: Zemira R. Mevarech

School of Education, Bar –Ilan University


Science, Technology, Engineering, and Mathematics (STEM) education has become a strong emphasis in both Western and Eastern educational systems (e.g., Dori, Mevarech, & Baker, 2018). Although studies have focused on the contents, pedagogies, and pedagogical-content knowledge that are at the base of STEM education, more recently, research has extended into the “soft skills”‘ and how they could be adopted effectively.  Most studies have focused on elementary and high school students/teachers.  Studies on STEM education in kindergarten are relatively less common. These topics are particularly important given the long-term effects of kindergarten education on schooling outcomes and motivation for further studies. The Special Issue will focus on current innovations regarding STEM learning and teaching in kindergartens and pre-schools. The special issue seeks manuscripts on children’s science curiosity, kindergarteners’ spontaneous focusing on mathematics structures, metacognition and mathematics education in kindergarten, exploration and inquiry by kindergarten children, emerging STEM thinking, creativity and design processes, pre-school learning about environment issues, technology integration into preschool daily environment, from STEM to STEAM, young children’s scientific thinking and conceptual change, mathematical games, play-based science. The Special Issue will emphasize the emerging interest of young children in STEM and how it is expressed in their cognitive, affective and metacognitive behaviors.


Dori, J.D., Mevarech, Z.R., & Baker, D.R. (2018) (Eds). Cognition, Metacognition, and Culture in STEM Education. New-York: Springer.


Submissions due                                 July 15, 2019

First Round of Review                        October 15, 2019

Second Round of Review                   January 15, 2020

Expected Publication                          March 15, 2020