HOW SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) PROJECT-BASED LEARNING (PBL) AFFECTS HIGH, MIDDLE, AND LOW ACHIEVERS DIFFERENTLY: THE IMPACT OF STUDENT FACTORS ON ACHIEVEMENT

By Sunyoung Han, Robert M. Capraro, Mary Margaret Capraro. 2015

498 citations recorded by the source corpus.

Subfields: Architecture, Education, Modeling and Simulation

View Paper: https://www.semanticscholar.org/paper/1ebfed59328aa76f6146cf1c979b82ce9df2aebf

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In Education

1. C. Gurel
2. Mahmut Kertil

Citations in the corpus

• Mathematical Modeling: A Bridge to STEM Education (2016, background): “The study by Han et al. (2015) showed that STEM PBL contexts contributed to the academic achievement of low performing high school students.”
• Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills (2020, result): “This finding was following that reported by Han et al. (2014) that the STEM PBL was an appropriate learning approach to improve students’ mathematical grades.”
• STEM Education in Early Childhood: A Review of Empirical Studies (2020, unknown): “…education at school levels, such as the impact of STEM education on high school students’ academic achievements and career choice (e.g., Han, 2017; Han et al., 2015), and elementary and middle school students’ dispositions toward STEM (e.g., Afriana et al., 2016; Christensen et al., 2015; Guzey…”