Unpacking the ‘M’ in Integrated STEM Tasks: A Systematic Review
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Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-97-2728-5_3
Reference38 articles.
1. Alexander, P. A. (2020). Methodological guidance paper: The art and science of quality systematic reviews. Review of Educational Research, 90(1), 6–23. https://doi.org/10.3102/0034654319854352
2. Alfieri, L., Higashi, R., Shoop, R., & Schunn, C. D. (2015). Case studies of a robot-based game to shape interests and hone proportional reasoning skills. International Journal of STEM Education, 2(1), 4. https://doi.org/10.1186/s40594-015-0017-9
3. Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM, 45(6), 797–810. https://doi.org/10.1007/s11858-013-0506-6
4. Aydeniza, M., & Bilican, K. (2018). The impact of engagement in STEM activities on primary pre-service teachers’ conceptualization of STEM and knowledge of STEM pedagogy. Journal of Research in STEM Education, 4(2), 213–234.
5. Baker, C. K., & Galanti, T. M. (2017). Integrating STEM in elementary classrooms using model-eliciting activities: Responsive professional development for mathematics coaches and teachers. International Journal of STEM Education, 4(1), 4–10. https://doi.org/10.1186/s40594-017-0066-3
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