The effect of a STEM integrated curriculum on design thinking dispositions in middle school students
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10798-024-09894-6.pdf
Reference105 articles.
1. Adams, E. L. (2021). The effect of a middle grades STEM initiative on students’ cognitive and noncognitive outcomes. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2021.100983.
2. Aldemir, J., & Kermani, H. (2017). Integrated STEM curriculum: Improving educational outcomes for Head Start children. Early Childhood Development and Care, 187(11), 1694–1706. https://doi.org/10.1080.03004430.2016.1185102.
3. Amir, N. (2020). Strengthening the science-D&T interaction through simple maker centered projects in a Singapore classroom. Physics Education, 55(4). https://doi.org/10.1088/1361-6552/ab9212.
4. Arık, M., & Topçu, M. S. (2022). Implementation of engineering design process in the K-12 science classrooms: Trends and issues. Research in Science Education, 52, 21–43. https://doi.org/10.1007/s11165-019-09912-x.
5. Avcu, Y. E., & Er, K. O. (2020). Developing an instructional design for the field of ict and software for gifted and talented students. International Journal of Educational Methodology, 6(1), 161–183. https://doi.org/10.12973/ijem.6.1.161.
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