Volume 14, Issue 1, January 2026

Current Issue - In Progress

Research Article
Design and validation of the P-MATHEX questionnaire: Assessing preservice teachers’ perceptions of pedagogical knowledge in mathematics and science
María Santágueda-Villanueva, Maria Teresa Sanz, Emilia López-Iñesta, Lidón Monferrer, Gil Lorenzo-Valentín
EUR J SCI MATH ED 2026, 14(1), 1-27
DOI: https://doi.org/10.30935/scimath/17522
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Research Article
Impact of conceptual understanding, teaching experience, and parental education on science achievement: TIMSS data analysis
Johannes Addido, Andrea C. Burrows Borowczak, Timothy F. Slater
EUR J SCI MATH ED 2026, 14(1), 28-46
DOI: https://doi.org/10.30935/scimath/17622
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Research Article
Enacting knowledge in context: A classroom-based analysis of a pre-service teacher’s practice
Paula Verdugo-Hernández, Sofía Caviedes Barrera
EUR J SCI MATH ED 2026, 14(1), 47-67
DOI: https://doi.org/10.30935/scimath/17623
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Research Article
Exploring science teachers’ pedagogical content knowledge based on instructional approaches used to teach force concepts
Maphole Marake, Loyiso Jita, Maria Tsakeni
EUR J SCI MATH ED 2026, 14(1), 68-84
DOI: https://doi.org/10.30935/scimath/17624
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Research Article
Sustainability competencies in mathematics education: insights from individual and collective modelling
Carolina Guerrero-Ortiz, Matías Camacho-Machín, Fernando Hitt
EUR J SCI MATH ED 2026, 14(1), 85-103
DOI: https://doi.org/10.30935/scimath/17625
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Research Article
Artificial intelligence in inquiry-based science teaching: A bibliometric study
Konstantinos Karampelas
EUR J SCI MATH ED 2026, 14(1), 104-116
DOI: https://doi.org/10.30935/scimath/17626
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