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Dermot Francis Donnelly & Anne Hume. (2015) Using collaborative technology to enhance pre-service teachers’ pedagogical content knowledge in Science. Research in Science & Technological Education 33:1, pages 61-87.
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Tian Luo, Jiayue Zhao, Winnie Wing Mui So & Wencong Zhan. (2024) STUDENTS' REFLECTIONS ON THEIR SCIENTIST- OR ENGINEER-LIKE PRACTICES IN STEM PROJECT-BASED LEARNING. Journal of Baltic Science Education 23:1, pages 119-130.
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Wenhao Yu, Jiaqi He, Julan Luo & Xiaoyan Shu. (2023)
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Sergi Fàbregues, Milagros Sáinz, María José Romano, Elsa Lucia Escalante-Barrios, Ahtisham Younas & Beatriz-Soledad López-Pérez. (2023) Use of mixed methods research in intervention studies to increase young people’s interest in STEM: A systematic methodological review. Frontiers in Psychology 13.
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Michaela Guthridge, Maggie Kirkman, Tania Penovic & Melita J. Giummarra. (2022) Promoting Gender Equality: A Systematic Review of Interventions. Social Justice Research 35:3, pages 318-343.
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Iyamu I.F.Imasuen K.. (2022) Personality Traits of Secondary School Girls Aspiring to Study Science, Technology, Engineering and Mathematics (STEM) in Benin Metropolis of Edo State, Nigeria. British Journal of Contemporary Education 2:1, pages 30-41.
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Tian Luo, Winnie Wing Mui So, Zhi Hong Wan & Wai Chin Li. (2021) STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations. International Journal of STEM Education 8:1.
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Phillippa Carnemolla & Natalie Galea. (2021) Why Australian female high school students do not choose construction as a career: A qualitative investigation into value beliefs about the construction industry. Journal of Engineering Education 110:4, pages 819-839.
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Widodo WİNARSO & Toheri TOHERİ. (2021) An Analysis of Students’ Error in Learning Mathematical Problem Solving; the Perspective of David Kolb’s Theory. Turkish Journal of Computer and Mathematics Education (TURCOMAT).
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Wendy Fasso & Bruce Allen Knight. (2019) Identity development in school makerspaces: intentional design. International Journal of Technology and Design Education 30:2, pages 275-294.
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