Review of Science, Mathematics and ICT Education

The Review of Science, Mathematics and ICT Education is a collective initiative taken on by the Laboratory of Didactics of Sciences, Mathematics and ICT (Department of Educational Sciences and Early Childhood Education of the University of Patras, Greece). The Journal presents different didactical and pedagogical approaches and offers a wide range of papers on academic and interdisciplinary research and practice.

This international journal is governed by a peer-review process. All manuscripts will be subject to peer review by two referees.

Manuscripts submitted to the ReSMICTE are first examined by the Editorial Board in terms of purpose, topic, content, general publication and spelling rules. Manuscripts that are declined at this stage are returned to their authors without further evaluation.

The articles are published in English or French, according to the author’s language preference. Review of Science, Mathematics and ICT Education is published twice a year (one volume per year), in June and December.

This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author.

Online submission is not possible. Manuscripts should be submitted electronically via the e-mail address: ravanis@upatras.gr



 

Announcements

 

Re S M ICT E in HCERES (ex AERES) list

 
In May 2014 the Review of Science, Mathematics and ICT Education, evaluated and accepted by the Haut Conseil de l’évaluation de la recherche et de l’enseignement supérieur (HCERES) (ex AERES) in France in the framework of Educational Sciences.  
Posted: 2016-04-03
 
More Announcements...

Vol 11, No 1 (2017)

Table of Contents

Articles

Coping styles of new undergraduate mathematicians PDF
ELLIE DARLINGTON 5-17
Quel est l'impact d'un moment de formulation d'hypothèses sur l’investigation menée par des élèves français (grade 7, 12 ans) durant un enseignement sur la flottabilité ? PDF
ANTONIN BOYER, DAMIEN GIVRY 19-54
Using drawings to explore preschool children’s ideas about shadow formation PDF
ALICE DELSERIEYS-PEDREGOSA, MARIA-ANTONIETTA IMPEDOVO, GLYKERIA FRAGKIADAKI, MARIA KAMPEZA 55-69
Visite guidée d’un laboratoire de physique, une situation didactique PDF
CATHERINE GOUJON 71-91
Using ecology to enhance everyday reasoning: the case of interdependent and reciprocal causality PDF
GEORGIOS AMPATZIDIS, MARIDA ERGAZAKI 93-104


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

 


 

Re S M ICT E , ISSN: 1792-3999 (electronic), 1791-261X (print)

Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Πασιθέη: Ηλεκτρονικές Επιστημονικές Δημοσιεύσεις Ανοικτής Πρόσβασης, 2008-2012, Βιβλιοθήκη & Κέντρο Πληροφόρησης - Πανεπιστήμιο Πατρών