Arts-Integrated STEM in Korean Schools
Author:
Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-19-2596-2_12
Reference33 articles.
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2. Chu, H.-E., Martin, S. N., & Park, J. (2019a). A theoretical framework for developing an intercultural STEAM program for Australian and Korean students to enhance science teaching and learning. International Journal of Science and Mathematics Education, 17, 1251–1266.
3. Chu, H.-E., Son, Y.-A., Koo, H.-K., Martin, S. N., & Treagust, D. F. (2019b). The potential of arts-integrated STEM approaches to promote students’ science knowledge construction and a positive perception of science learning. In Y.-S. Hsu & Y.-F. Yeh (Eds.), Asia-Pacific STEM teaching practices (pp. 17–38). SpringerNature.
4. de Vries, H. B., & Lubart, T. I. (2017). Scientific creativity: Divergent and convergent thinking and the impact of culture. Journal of Creative Behavior, 53(2), 145–155.
5. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Open University Press.
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