Title (year of publication) | Author(s) | Country* |
---|---|---|
Teachers’ roles and identities in student-centered classrooms (2018) | L. S. Keiler | U.S.A |
A conceptual framework for integrated STEM education (2016) | T. R. Kelley et al. | U.S.A |
Teachers’ perception of STEM integration and education: a systematic literature review (2019) | K. C. Margot et al. | U.S.A |
Multiple-true–false questions reveal more thoroughly the complexity of student thinking than multiple-choice questions: a Bayesian item response model comparison (2019) | C. E. Brassil et al. | U.S.A |
Research and trends in STEM education: a systematic review of journal publications (2020) | Y. Li et al. | U.S.A |
A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students (2018) | K. A. Blotnicky et al. | Canada |
Problematizing teaching and learning mathematics as “given” in STEM education (2019) | Y. Li & A. H. Schoenfeld | U.S.A |
Students’ perceptions of STEM learning after participating in a summer informal learning experience (2018) | T. Roberts et al. | U.S.A |
STEM education K-12: perspectives on integration (2016) | L. D. English | Australia |
Making sense of “STEM education” in K-12 contexts (2018) | T. D. Holmlund et al. | U.S.A |