Akiva, T., Kehoe, S., & Schunn, C. D. (2017). Are we ready for citywide learning? Examining the nature of within- and between-program pathways in a community-wide learning initiative. Journal of Community Psychology, 45(3), 413–425. https://doi.org/10.1002/jcop.21856
Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27(1), 63–88. https://doi.org/10.1007/s10798-015-9341-0
Aldahmash, A. H., Alamri, N. M., Aljallal, M. A., & Bevins, S. (2019). Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after participating in a professional development program. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1580852
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
Altan, E. B., Ozturk, N., & Turkoglu, A. Y. (2018). Socio-Scientific Issues as a Context for STEM Education: A Case Study Research with Pre-Service Science Teachers. European Journal of Educational Research, 7(4), 805–812. https://doi.org/10.12973/eu-jer.7.4.805
Anwar, S., Bascou, N. A., Menekse, M., & Kardgar, A. (2019). A systematic review of studies on educational robotics. Journal of Pre-College Engineering Education Research, 9(2), 19–42. https://doi.org/10.7771/2157-9288.1223
Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM education in secondary science contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2), 85–125.
Aslam, F., Adefila, A., & Bagiya, Y. (2018). STEM outreach activities: an approach to teachers’ professional development. Journal of Education for Teaching, 44(1), 58–70. https://doi.org/10.1080/02607476.2018.1422618
Awad, N. A., Salman, E., & Barak, M. (2019). Integrating teachers to teach an interdisciplinary STEM-focused program about sound, waves and communication systems. European Journal of STEM Education, 4(1), 5.
Balgopal, M. M. (2020). STEM teacher agency: A case study of initiating and implementing curricular reform. Science Education, 104(4), 762–785. https://doi.org/10.1002/sce.21578
Bandura, A. (1994). Self-efficacy. In I. V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71–81). Academic Press.
Bandura, Albert. (1977). Self-efficacy: The exercise of control. Freeman.
Bandura, Albert. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, Albert. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368
Basham, J. D., Israel, M., & Maynard, K. (2010). An Ecological Model of STEM Education: Operationalizing STEM for All. Journal of Special Education Technology, 25(3), 9–19. https://doi.org/10.1177/016264341002500303
Bell, D., Morrison-Love, D., Wooff, D., & McLain, M. (2018). STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices. International Journal of Technology and Design Education, 28(3), 721–737. https://doi.org/10.1007/s10798-017-9414-3
Bien, N. Van, Hai, T. D., Duc, T. M., Hanh, N. Van, Tho, C. C., Thuan, N. Van, Thuoc, D. Van, & Ba, T. T. (2019). STEM education in secondary schools (T. Le Van (ed.)). Vietnam Education Publishing House Limited Company.
Bonnett, M. (1999). Education for sustainable development: A coherent philosophy for environmental education? Cambridge Journal of Education, 29(3), 313–324. https://doi.org/10.1080/0305764990290302
Borrego, M., Foster, M. J., & Froyd, J. E. (2014). Systematic literature reviews in engineering education and other developing interdisciplinary fields. Journal of Engineering Education, 103(1), 45–76. https://doi.org/10.1002/jee.20038
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531. https://doi.org/10.14195/0870-4147-48-1
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development. Developmental Psychology, 22(6), 723–742.
Brown, B. A., Boda, P., Lemmi, C., & Monroe, X. (2019). Moving Culturally Relevant Pedagogy from Theory to Practice: Exploring Teachers’ Application of Culturally Relevant Education in Science and Mathematics. Urban Education, 54(6), 775–803. https://doi.org/10.1177/0042085918794802
Burke, B. N. (2014). The ITEEA 6E Learning ByDesignTM Model: Maximizing Informed Design and Inquiry in the Integrative STEM Classroom. Technology and Engineering Teacher, 73(6), 14–19. https://doi.org/10.1002/9781444323870
Bybee, R. W. (2010). What is STEM education? Science, 329(5995), 996. https://doi.org/10.1126/science.1194998
Bybee, R. W. (2013). What is your perspective of STEM education? The Case for STEM Education: Challenges and Opportunities.
Bybee, R. W., & Loucks-Horsley, S. (2000). Advancing technology education: the role of professional development. The Technology Teacher, 60(2), 4.
Capobianco, B. M., DeLisi, J., & Radloff, J. (2017). Characterizing elementary teachers’ enactment of high-leverage practices through engineering design-based science instruction. Science Education, 1–35.
Capobianco, B. M., & Rupp, M. (2014). STEM Teachers’ Planned and Enacted Attempts at Implementing Engineering Design-Based Instruction. School Science and Mathematics, 114(6), 258–270. https://doi.org/10.1111/ssm.12078
Cavlazoglu, B., & Stuessy, C. (2017). Changes in science teachers’ conceptions and connections of STEM concepts and earthquake engineering. Journal of Educational Research, 110(3), 239–254. https://doi.org/10.1080/00220671.2016.1273176
Chai, C. S. (2019). Teacher Professional Development for Science, Technology, Engineering and Mathematics (STEM) Education: A Review from the Perspectives of Technological Pedagogical Content (TPACK). Asia-Pacific Education Researcher, 28(1), 5–13. https://doi.org/10.1007/s40299-018-0400-7
Chesky, N. Z., & Wolfmeyer, M. R. (2015). Philosophy of STEM Education: A Critical Investigation. https://doi.org/10.1057/9781137535467.0001
Chien, Y.-T., & Chang, C.-Y. (2015). Supporting Socio-scientific Argumentation in the Classroom Through Automatic Group Formation Based on Students’ Real-time Responses. In M.S.Khine (Ed.), Science Education in East Asia (pp. 549–563). Springer International Publishing. https://doi.org/10.1007/978-3-319-16390-1
Chiyaka, E. T., Kibirige, J., Sithole, A., McCarthy, P., & Mupinga, D. M. (2017). Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development. Journal of Education and Training Studies, 5(9), 18. https://doi.org/10.11114/jets.v5i9.2527
Chung, C. C., Lin, C. L., & Lou, S. J. (2018). Analysis of the learning effectiveness of the STEAM-6E special course-a case study about the creative design of IoT assistant devices for the elderly. Sustainability (Switzerland), 10(9), 1–16. https://doi.org/10.3390/su10093040
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher development. Teaching and Teacher Education, 18, 947–967.
Coburn, C. E. (2003). Rethinking Scale:Moving Beyond Numbers to Deep and Lasting Change. Educational Researcher, 32(6), 3–12.
Cohen, J. W. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence Erlbaum Associates.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
Corbin, J., & Anselm Strauss. (2015). Basics of qualitative research: techniques and procedures for developing grounded theory (4th ed.). SAGE Publications Inc.
Cotterill-Walker, S. M. (2012). Where is the evidence that master’s level nursing education makes a difference to patient care? A literature review. Nurse Education Today, 32(1), 57–64. https://doi.org/10.1016/j.nedt.2011.02.001
DeCoito, I., & Myszkal, P. (2018). Connecting Science Instruction and Teachers’ Self-Efficacy and Beliefs in STEM Education. Journal of Science Teacher Education, 29(6), 485–503. https://doi.org/10.1080/1046560X.2018.1473748
DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 18.
Diaz-Maggioli, G. (2004). Teacher-centered professional development. In Healthcare Executive (Vol. 21, Issue 3). Association for Supervision and Curriculum Development. http://www.ascd.org
Dijksterhuis, A., & Van Knippenberg, A. (1998). The relation between perception and behavior, or how to win a game of trivial pursuit. Journal of Personality and Social Psychology, 74(4), 865–877. https://doi.org/10.1037/0022-3514.74.4.865
Du, W., Liu, D., Johnson, C. C., Sondergeld, T. A., Bolshakova, V. L. J., & Moore, T. J. (2018). The Impact of Integrated STEM Professional Development on Teacher Quality. School Science and Mathematics, 119(2), 105–114.
Duschl, R. A., & Bismack, A. S. (2016). Reconceptualizing STEM Education: The Central Role of Practices (R. A. Duschl & A. S. Bismack (eds.)). Routledge.
El-Deghaidy, H., Mansour, N., Alzaghibi, M., & Alhammad, K. (2017). Context of STEM integration in schools: Views from in-service science teachers. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2459–2484. https://doi.org/10.12973/EURASIA.2017.01235A
Elby, A., & Hammer, D. (2001). On the substance of a sophisticated epistemology. Science Education, 85(5), 554–567. https://doi.org/10.1002/sce.1023
Emery, N., Maher, J. M., & Ebert-May, D. (2019). Studying Professional Development as Part of the Complex Ecosystem of STEM Higher Education. Innovative Higher Education, 44(6), 469–479. https://doi.org/10.1007/s10755-019-09475-9
English, L. D. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(1), 1–8. https://doi.org/10.1186/s40594-016-0036-1
Fan, S.-C., & Yu, K.-C. (2019). Teaching Engineering-Focused STEM Curriculum: PCK Needed for Teachers. In Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices. Springer.
Feinstein, N. W., & Kirchgasler, K. L. (2015). Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters. Science Education, 99(1), 121–144. https://doi.org/10.1002/sce.21137
Fernández-Limón, C., Fernández-Cárdenas, J. M., & Gómez Galindo, A. A. (2018). The role of non-formal contexts in teacher education for STEM: the case of horno3 science and technology interactive centre. Journal of Education for Teaching, 44(1), 71–89. https://doi.org/10.1080/02607476.2018.1422623
Fore, G. A., Feldhaus, C. R., Sorge, B. H., Agarwal, M., & Varahramyan, K. (2015). Learning at the nano-level: Accounting for complexity in the internalization of secondary STEM teacher professional development. Teaching and Teacher Education, 51, 101–112. https://doi.org/10.1016/j.tate.2015.06.008
Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451–458. https://doi.org/10.1016/S0742-051X(96)00045-5
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Aldine.
Goodnough, K. (2018). Addressing contradictions in teachers’ practice through professional learning: an activity theory perspective. International Journal of Science Education, 40(17), 2181–2204. https://doi.org/10.1080/09500693.2018.1525507
Guskey, T. R. (2000). Evaluating professional development - Duluth Campus.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Guzey, S. Selcen, Ring-Whalen, E. A., Harwell, M., & Peralta, Y. (2017). Life STEM: A Case Study of Life Science Learning Through Engineering Design. International Journal of Science and Mathematics Education, 17, 1–20. https://doi.org/10.1007/s10763-017-9860-0
Guzey, S S, Moore, T. J., & Harwell, M. (2016). Building up stem: An analysis of teacher-developed engineering design-based stem integration curricular materials. Journal of Pre-College Engineering Education Research, 6(1). https://doi.org/10.7771/2157-9288.1129
Hammer, D., & Elby, A. (2003). Tapping epistemological resources for learning physics. Journal of the Learning Sciences, 12(1), 53–90. https://doi.org/10.1207/S15327809JLS1201_3
Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2015). In-service teachers’ implementation and understanding of STEM project based learning. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 63–76. https://doi.org/10.12973/eurasia.2015.1306a
Herro, D., Quigley, C., & Cian, H. (2019). The challenges of STEAM instruction: Lessons from the field. Action in Teacher Education, 41(2), 172–190. https://doi.org/https://doi.org/10.1080/01626620.2018.1551159
Herro, D., & Quigley, C. F. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: implications for teacher educators. Professional Development in Education, 43(3), 416–438. https://doi.org/10.1080/19415257.2016.1205507
Holmlund, T. D., Lesseig, K., & Slavit, D. (2018). Making sense of “STEM education” in K-12 contexts. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0127-2
Honey, M., Pearson, G., & Schweingruber, H. (2014a). STEM integration in K-12 education: status, prospects, and an agenda for research. In STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. The National Academics Press. https://doi.org/10.17226/18612
Honey, M., Pearson, G., & Schweingruber, H. (2014b). STEM integration in K-12 education: status, prospects, and an agenda for research. In STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. https://doi.org/10.17226/18612
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
Hsu, Y., & Fang, S. (2019). Opportunities and challenges of STEM education. In Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices. Springer.
Hsu, Y., & Yeh, Y. (2019). Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices. In Y. Hsu & Y. Yeh (Eds.), Asia-Pacific STEM Teaching Practices. Springer. https://doi.org/10.1007/978-981-15-0768-7
Imants, J., & Van der Wal, M. M. (2020). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), 1–14. https://doi.org/10.1080/00220272.2019.1604809
Jamil, F. M., Linder, S. M., & Stegelin, D. A. (2017). Early Childhood Teacher Beliefs about STEAM Education after a Professional Development Conference. Early Childhood Education Journal, 46(4), 409–417.
Jannah, U. R., Nusantara, T., & Yulianto, F. E. (2019). Restructuring of Stem-Based Student Thinking in Constructing the Concept of Definition a Function. International Journal of Civil Engineering and Technology (IJCIET), 10(3), 795–806. http://www.iaeme.com/IJCIET/index.asp795http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=03http://www.iaeme.com/IJCIET/index.asp796http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=10&IType=03
Jarski, R. W., Kulig, K., & Olson, R. E. (1990). Clinical teaching in physical therapy: Student and teacher perceptions. Physical Therapy, 70(3), 173–178. https://doi.org/10.1093/ptj/70.3.173
Jerneck, A., Olsson, L., Ness, B., Anderberg, S., Baier, M., Clark, E., Hickler, T., Hornborg, A., Kronsell, A., Lövbrand, E., & Persson, J. (2011). Structuring sustainability science. Sustainability Science, 6(1), 69–82. https://doi.org/10.1007/s11625-010-0117-x
Jin, H., Wei, X., Duan, P., Guo, Y., & Wang, W. (2016). Promoting cognitive and social aspects of inquiry through classroom discourse. International Journal of Science Education, 38(2), 319–343.
Johnson, C. C., Peters-Burton, E. E., & Moore, T. J. (2015). STEM road map: A framework for integrated STEM education. In STEM Road Map: A Framework for Integrated STEM Education. Routledge. https://doi.org/10.4324/9781315753157
Kang, N.-H. (2019). A Review of the Effect of Integrated STEM or STEAM (Science, Technology, Engineering, Arts, and Mathematics) Education in South Korea. Asia-Pacific Science Education, 5(6), 1–22. https://doi.org/10.1186/s41029-019-0034-y
Keiler, L. S. (2018). Teachers’ Roles and Identities in Student-Centered Classrooms. International Journal of STEM Education, 5(34), 1–20.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z
Khuyen, N. T. T., Bien, N. Van, Lin, P.-L., Lin, J., & Chang, C.-Y. (2020). Measuring Teachers’ Perceptions to Sustain STEM Education Development. Sustainability, 12(4), 1531. https://doi.org/10.3390/su12041531
Kim, M. S., & Keyhani, N. (2019). Understanding STEM teacher learning in an informal setting: a case study of a novice STEM teacher. Research and Practice in Technology Enhanced Learning, 14(1). https://doi.org/10.1186/s41039-019-0103-6
Knowles, J. G., Kelley, T. R., & Holland, J. D. (2018). Increasing Teacher Awareness of STEM Careers. Journal of STEM Education : Innovations and Research, 19(3), 47–55.
Krystyniak, R. A., & Heikkinen, H. W. (2007). Analysis of verbal interactions during an extended, open-inquiry general chemistry laboratory investigation. Journal of Research in Science Teaching, 44(8), 1160–1186. https://doi.org/10.1002/tea.20218
Lai, J. W. M., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers and Education, 133(January), 27–42. https://doi.org/10.1016/j.compedu.2019.01.010
Lee, M. H., Chai, C. S., & Hong, H. Y. (2019). STEM Education in Asia Pacific: Challenges and Development. Asia-Pacific Education Researcher, 28(1), 1–4. https://doi.org/10.1007/s40299-018-0424-z
Lélé, S. M. (1991). Sustainable development: A critical review. World Development, 19(6), 607–621. https://doi.org/10.1016/0305-750X(91)90197-P
Lesseig, K., Nelson, T. H., Slavit, D., & Seidel, R. A. (2016). Supporting Middle School Teachers’ Implementation of STEM Design Challenges. School Science and Mathematics, 116(4), 177–188.
Lin, K. Y., Hsiao, H. S., Williams, P. J., & Chen, Y. H. (2020). Effects of 6E-oriented STEM practical activities in cultivating middle school students’ attitudes toward technology and technological inquiry ability. Research in Science and Technological Education, 38(1), 1–18. https://doi.org/10.1080/02635143.2018.1561432
Lin, P., Khuyen, N. T. T., Ko, S., Hien, N. Van, Bien, N. Van, & Chang, C. (2019). New Generation of STEM for New Southbound Countries: In-service Teacher-Training Workshop between Taiwan and Vietnam. 2019 Annual Meeting of the National Association for Research in Science Teaching (NARST), 1–6.
Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematicsLoucks-Horsley, Susan Love, Nancy Stiles, Katherine E. Mundry, Susan Hewson, Peter W. (2nd ed.). Corwin Press.
Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2010). Designing professional development for teachers of science and mathematics (3nd ed.). Corwin Press.
Loucks-horsley, S., Stiles, K., & Hewson, P. (1996). Principles of effective professional development for mathematics and science education: A synthesis Standard. NISE Brief, 1, 1–6.
Lupión-Cobos, T., López-Castilla, R., & Blanco-López, Á. (2017). What do science teachers think about developing scientific competences through context-based teaching? A case study. International Journal of Science Education, 39(7), 937–963. https://doi.org/10.1080/09500693.2017.1310412
Lynch, K., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019). Strengthening the Research Base That Informs STEM Instructional Improvement Efforts: A Meta-Analysis. Educational Evaluation and Policy Analysis, 41(3), 260–293.
Macalalag Jr., A. Z., Johnson, J., & Lai, M. (2019). How do we do this: learning how to teach socioscientific issues. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-019-09944-9
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6, 1–16. https://doi.org/10.1186/s40594-018-0151-2
Martín‐Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, September 2018, sce.21522. https://doi.org/10.1002/sce.21522
Mathis, C. A., Siverling, E. A., Moore, T. J., Douglas, K. A., & Guzey, S. S. (2018). Supporting engineering design ideas with science and mathematics: A case study of middle school life science students. International Journal of Education in Mathematics, Science and Technology, 6(4), 424–442. https://doi.org/10.18404/ijemst.440343
Moore, T. J., Miller, R. L., Lesh, R. A., Stohlmann, M. S., & Kim, Y. R. (2013). Modeling in Engineering: The Role of Representational Fluency in Students’ Conceptual Understanding. Journal of Engineering Education, 102(1), 141–178. https://doi.org/10.1002/jee.20004
Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education, 15(1), 5–10. http://scaleup.ncsu.edu/
Moore, T. J., Stohlmann, M. S., Wang, H.-H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. In Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices (pp. 35–60). Purdue University Press.
Mundry, S., & Loucks-Horsley, S. (1999). Designing Professional development for Scien and Mathematics teachers: Decision points and dilemmas. NISE Brief, 3(1), 2–9.
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based stem professional development for elementary teachers. Journal of Educational Research, 106(2), 157–168. https://doi.org/10.1080/00220671.2012.667014
Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM defined: Contexts, challenges, and the future. Journal of Educational Research, 110(3), 221–223. https://doi.org/10.1080/00220671.2017.1289775
Nadelson, L. S., Seifert, A., Moll, A. J., & Coats, B. (2012). i-STEM Summer Institute: An Integrated Approach to Teacher Professional Development in STEM. Journal of STEM Education : Innovations and Research, 13(2), 69–83.
National Research Council. (2013). VOLUME 2: APPENDIXES. In Next Generation Science Standards: For States, By States. (Vol. 2). The National Academies Press. doi: 10.17226/18290
Nesmith, S. M., & Cooper, S. (2019). Engineering Process as a Focus: STEM Professional Development with Elementary STEM-Focused Professional Development Schools. School Science and Mathematics Association, 119(8), 487–498.
NRC. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. In A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press. https://doi.org/10.17226/13165
NRC (National Research Council). (2015). Identifying and Supporting Productive STEM Programs in Out-of-School Settings. In Identifying and Supporting Productive STEM Programs in Out-of-School Settings. The National Academies Press. https://doi.org/10.17226/21740
OECD. (2016). PISA 2015 results (Volume I): Excellence and equity in education: Vol. I (PISA (ed.)). OECD Publishing. https://doi.org/10.1787/9789264266490-en
OECD. (2017). Education at a Glance 2017: OECD Indicators. In Education at a Glance 2017. OECD Publishing. https://doi.org/http://dx.doi.org/10.1787/eag-2017-74-en
Park, H., Byun, S. Y., Sim, J., Han, H., & Baek, Y. S. (2016). Teachers’ perceptions and practices of STEAM education in South Korea. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1739–1753. https://doi.org/10.12973/eurasia.2016.1531a
Park, M. H., Dimitrov, D. M., Patterson, L. G., & Park, D. Y. (2017). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15(3), 275–291. https://doi.org/10.1177/1476718X15614040
Parker, C. E., Stylinski, C. D., Bonney, C. R., Schillaci, R., & McAuliffe, C. (2015). Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework. Journal of Research on Technology in Education, 47(2), 105–121.
Peterman, K., Kermish-Allen, R., Knezek, G., Christensen, R., & Tyler-Wood, T. (2016). Measuring Student Career Interest within the Context of Technology-Enhanced STEM Projects: A Cross-Project Comparison Study Based on the Career Interest Questionnaire. Journal of Science Education and Technology, 25(6), 833–845. https://doi.org/10.1007/s10956-016-9617-5
Pinto, R., & El Boudamoussi, S. (2009). Scientific processes in PISA tests observed for science teachers. International Journal of Science Education, 31(16), 2137–2159. https://doi.org/10.1080/09500690802559074
Plerson, S. C. W. & F. M. (1994). Comparison of Characteristics and Attitudes of Entry-Level Bachelor ’ s and Master ’ s Degree Students in Physical Therapy. Physical Therapy, 74(4), 333–348.
Powell-Moman, A. D., & Brown-Schild, V. B. (2011). The Influence of a Two-Year Professional Development Institute on Teacher Self-Efficacy and Use of Inquiry-Based Instruction. Science Educator, 20(2), 47–53.
Prinz, W. (1990). A Common Coding Approach to Perception and Action. In Neumann O. & Prinz W. (Eds.), Relationships Between Perception and Action (pp. 167–201). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-75348-0_7
Pryor, B. W., Pryor, C. R., & Kang, R. (2016). Teachers’ thoughts on integrating STEM into social studies instruction: Beliefs, attitudes, and behavioral decisions. Journal of Social Studies Research, 40(2), 123–136. https://doi.org/10.1016/j.jssr.2015.06.005
Quigley, C. F., & Herro, D. (2016). “Finding the Joy in the Unknown”: Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms. Journal of Science Education and Technology, 25(3), 410–426. https://doi.org/10.1007/s10956-016-9602-z
Radloff, J., & Guzey, S. (2016). Investigating Preservice STEM Teacher Conceptions of STEM Education. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-016-9633-5
Radloff, J., Guzey, S., J. Radloff, S. G., Radloff, J., & Guzey, S. (2016). Investigating Preservice STEM Teacher Conceptions of STEM Education. Journal of Science Education and Technology, 25(5), 759–774. https://doi.org/10.1007/s10956-016-9633-5
Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28(5), 444–467. https://doi.org/10.1080/1046560X.2017.1356671
Roebuck, K. I., & Warden, M. A. (1998). Searching for the Center on the Mathematics-Science Continuum. School Science and Mathematics, 98(6), 328–333. https://doi.org/10.1111/j.1949-8594.1998.tb17428.x
Ryder, J. (2015). Being professional: accountability and authority in teachers’ responses to science curriculum reform. Studies in Science Education, 51(1), 87–120. https://doi.org/10.1080/03057267.2014.1001629
Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20–26.
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., King, J., Nora, A., & Barlow, E. A. (2006). Reporting structual equation modeling and confirmatory factor analysis results: A review. Journal of Educational Research, 99(6), 323–337. https://doi.org/10.3200/JOER.99.6.323-338
Schreiber, J. B., Stage, F. K., King, J., Nora, A., & Barlow, E. A. (2006). Reporting structual equation modeling and confirmatory factor analysis results: A review. Journal of Educational Research, 99(6), 323–337.
Secondary Education Sector Development Program. (2016). Viet Nam : Second Secondary Education Sector Development Program (Issue December). https://www.adb.org/sites/default/files/project-document/216336/47140-002-pam.pdf
Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1). https://doi.org/10.1186/s40594-017-0068-1
Shulman, L. (1986). Those who understand: knowledge Growth in teaching. American Educational Research Association, 15(2). https://doi.org/http://www.jstor.org/stable/1175860
Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Singer, J. E., Ross, J. M., & Jackson-Lee, Y. (2016). Professional development for the integration of engineering in high school STEM classrooms. Journal of Pre-College Engineering Education Research, 6(1), 1–16. https://doi.org/10.7771/2157-9288.1130
Smith, E. L., Parker, C. A., McKinney, D., & Grigg, J. (2018). Conditions and Decisions of Urban Elementary Teachers Regarding Instruction of STEM Curriculum. School Science and Mathematics Association, 118(5), 156–168.
Stevens, S., Andrade, R., & Page, M. (2016). Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program. Journal of Science Education and Technology, 25(6), 947–960. https://doi.org/10.1007/s10956-016-9629-1
Stodolsky, S. S., & Grossman, P. L. (1995). The Impact of Subject Matter on Curricular Activity: An Analysis of Five Academic Subjects. American Educational Research Journal, 32(2), 227–249. https://doi.org/10.3102/00028312032002227
Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., Boeve-de Pauw, J., Dehaene, W., Deprez, J., De Cock, M., Hellinckx, L., Knipprath, H., Langie, G., Struyven, K., Van de Velde, D., Van Petegem, P., & Depaepe, F. (2018). Integrated STEM Education: A Systematic Review of Instructional Practices in Secondary Education. European Journal of STEM Education, 3(1). https://doi.org/10.20897/ejsteme/85525
Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2018a). How school context and personal factors relate to teachers’ attitudes toward teaching integrated STEM. International Journal of Technology and Design Education, 28(3), 631–651. https://doi.org/10.1007/s10798-017-9416-1
Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2018b). The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education. Teaching and Teacher Education, 71, 190–205. https://doi.org/10.1016/j.tate.2017.12.014
Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2018c). Teachers’ Attitudes Toward Teaching Integrated STEM: the Impact of Personal Background Characteristics and School Context. International Journal of Science and Mathematics Education, 17(5), 1–21. https://doi.org/10.1007/s10763-018-9898-7
Ufnar, J. A., & Shepherd, V. L. (2019). The Scientist in the Classroom Partnership Program: An Innovative Teacher Professional Development Model. Professional Development in Education, 45(4), 642–658.
UNESCO. (2016). Global Education Monitoring Report: Education for People and Planet - Creating Sustainable Futures For All. UN.
UNESCO. (2017). Global Education Monitoring Report: Accountability in education - Meeting our commitments. UNESCO. https://doi.org/10.4324/9781315021348
UNESCO. (2018). Global Education Monitoring Report: Migration, Displacement and Education - Building Bridges, not Walls. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000366946/PDF/366946eng.pdf.multi
Uvalic-Trumbic, S., & Daniel, J. (2016). Sustainable Development Begins with Education. Journal of Learning for Development, 3(3), 3–8.
Vennix, J., den Brok, P., & Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? International Journal of Science Education, 40(11), 1263–1283. https://doi.org/10.1080/09500693.2018.1473659
Vossen, T. E., Henze, I., Rippe, R. C. A., Van Driel, J. H., & De Vries, M. J. (2019). Attitudes of Secondary School STEM Teachers towards Supervising Research and Design Activities. Research in Science Education. https://doi.org/10.1007/s11165-019-9840-1
Wachira, S., & Deborah, L. (2017). Perceptions of in-service teachers toward teaching STEM in Thailand. Asia-Pacific Forum on Science Learning and Teaching, 18(2), 1. https://search-proquest-com.dbgw.lis.curtin.edu.au/docview/2055193566/fulltextPDF/5150985EFD184CF4PQ/1?accountid=10382
Wahono, B., & Chang, C. Y. (2019). Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education. Sustainability (Switzerland), 11(4), 1–18. https://doi.org/10.3390/su11040950
Wahono, B., Lin, P. L., & Chang, C. Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), 1–18. https://doi.org/10.1186/s40594-020-00236-1
Wang, H.-H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM Integration : Teacher Perceptions and Practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 1–13. https://doi.org/10.5703/1288284314636
Weinstein, C. S. (1988). Preservice teachers’ expectations about the first year of teaching. Teaching and Teacher Education, 4(1), 31–40. https://doi.org/10.1016/0742-051X(88)90022-4
Wendell, K. B., Swenson, J. E. S., & Dalvi, T. S. (2019). Epistemological framing and novice elementary teachers’ approaches to learning and teaching engineering design. Journal of Research in Science Teaching, 56(7), 956–982. https://doi.org/10.1002/tea.21541
Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a Core Set of Instructional Practices and Tools for Teachers of Science. https://doi.org/10.1002/sce.21027
Witz, K., & Lee, H. (2009). Science as an ideal: Teachers’ orientations to science and science education reform. Journal of Curriculum Studies, 41(3), 409–431. https://doi.org/10.1080/00220270802165640
World Commission on Environment and Development (WCED). (1987). Our Common Future. Oxford University Press. https://doi.org/10.1080/07488008808408783
Wright, D. (2013). Schooling ecologically: An inquiry into teachers’ ecological understanding in “alternative” schools. Australian Journal of Environmental Education, 29(2), 136–151. https://doi.org/10.1017/aee.2014.2
Yildirim, B. (2016). An Analyses and Meta-Synthesis of Research on STEM Education. Journal of Education and Practice, 7(34), 23–33. https://doi.org/10.1166/asl.2016.8111
Zhao, N., Witzig, S. B., Weaver, J. C., Adams, J. E., & Schmidt, F. (2004). Transformative Professional Development: Inquiry-Based College Science Teaching Institutes. Journal of Research in Science Teaching, 41(3), 18–25.
Zhao, X., Lynch, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and Truths about Mediation Analysis. Journal of Consumer Research, 37(2), 197–206. https://doi.org/10.1086/651257