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Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study
BACKGROUND: Current reforms in K-12 STEM education call for integration between science, technology, engineering, and mathematics (STEM). Such integration of STEM disciplines at the K-12 level offers students an opportunity to experience learning in real-world, multidisciplinary contexts; however, t...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
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Springer International Publishing
2018
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6310395/ https://www.ncbi.nlm.nih.gov/pubmed/30631694 http://dx.doi.org/10.1186/s40594-018-0101-z |