Abstract
How students gain Science, Technology, Engineering, and Mathematics (STEM) content knowledge has been the focus of studies in the fields of neuroscience, psychology, anthropology and linguistics. Research from the 20th century suggested that for students, attaining knowledge in STEM content through experiential, handson and student-directed projects was likely to lead to greater achievement (Kolb, Boyatzis, & Mainemelis, 2001; Markham, Larmer, & Ravitz, 2003; Wehmeyer, Agran, & Hughes, 2000).
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Erdogan, N., Bozeman, T.D. (2015). Models of Project-Based Learning for the 21st Century. In: Sahin, A. (eds) A Practice-based Model of STEM Teaching. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-019-2_3
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DOI: https://doi.org/10.1007/978-94-6300-019-2_3
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