Impact of augmented reality lessons on students’ STEM interest

Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11.

Carbone, M., Condino, S., Ferrari, V., Ferrari, M., & Mosca, F. (2011). Surgical simulators integrating virtual and physical anatomies. EICS4Med 2011, 4(6), 13.

Chang, C. W., Lee, J. H., Wang, C. Y., & Chen, G. D. (2010). Improving the authentic learning experience by integrating robots into the mixed-reality environment. Computer & Education, 55(4), 1572–1578.

Chinn, C. A., & Malhotra, B. (2001). Epistemologically authentic inquiry in schools: a theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175–218.

Combs, C. (2010). Medical simulators: current status and future needs (pp. 124–129). Enabling Technologies: Infrastructures for Collaborative Enterprises.

Dabney, K., Chakraverty, D., & Tai, R. H. (2013). The association of family influence and initial interest in science. Science Education, 97(3), 395–409.

Eisenhart, M., Weis, L., Allen, C. D., Cipollone, K., & Stich, A. (2015). High school opportunities for STEM: comparing inclusive STEM-focused and comprehensive high schools in two U.S. cities. Journal of Research in Science Teaching, 52(6), 763–789.

Garibay, J. C. (2015). STEM students’ social agency and views on working for social change: are STEM disciplines developing socially and civically responsible students? Journal of Research in Science Teaching, 52(5), 610–632.

Gayles, J. G., & Ampaw, F. D. (2011). Gender matters: an examination of differential effects of the college experience on degree attainment in STEM. New Directions for Institutional Research, 152, 19–25.

Gonzalez-Castillo, J., Saad, Z. S., Handwerker, D. A., Inati, S. J., Brenowitz, N., & Bandettini, P. A. (2012). Whole-brain, time-locked activation with simple tasks revealed using massive averaging and model-free analysis. Proceeding of the National Academy of Science, 109(14), 5487–5492.

Grossman, W. (2006). Grossman's cardiac catheterization, angiography, and intervention. D. S. Baim (Ed.). Lippincott Williams & Wilkins.

Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2006). Authentic assessment, student and teacher perceptions: the practical value of the five-dimensional framework. Journal of Vocational Education and Training, 58(3), 337–357.

Heitor, M. (2009). The European research universities and the challenge for science and technology in Europe. In C. Bonser (Ed.), Adapting universities to the global society: A transatlantic perspective (pp. 15–32). London: Transaction Publishers.

Kesim, M., & Ozarslan, Y. (2012). Augmented reality in education: current technologies and the potential for education. Procedia - Social and Behavioral Sciences, 47, 297–302.

Konstantinou, N., Bahrami, B., Rees, G., & Lavie, N. (2012). Visual short-term memory load reduces retinotopic cortex response to contrast. Journal of Cognitive Neuroscience, 24(11), 2199–2210.

Labov, J. B., Reid, A. H., & Yamamoto, K. R. (2010). Integrated biology and undergraduate science education: a new biology education for twenty-first century? CBE Life Science Education, 9, 10–16.

Lamb, R., Akmal, T., & Petrie, K. (2015). Development of a cognition-priming model describing learning in a STEM classroom. Journal of Research in Science Teaching, 52(3), 410–437.

Lubinski, D. (2010). Spatial ability and STEM: a sleeping giant for talent identification and development. Personality and Individual Differences, 49, 344–351.

Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. Science Education, 32(5), 669–685.

Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: the effects of school experiences on earning degrees in STEM. Science Education, 95(5), 877–907.

Nugent, G., Barker, B., Welch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A model of factors contributing to STEM learning and career orientation. International Journal of Science Education, 37(7), 1–22.

Olson, S. (2009). Strengthening high school chemistry education through teacher outreach programs: a workshop summary to the chemical sciences roundtable. Washington, D.C.: National Research Council.

Oppezzo, M., & Schwartz, D. L. (2013). A behavior change perspective on self-regulated learning with teachable agents. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 485–500). New York: Springer.

Osborne, J., & Dillon, J. (2008). Science education in Europe: critical reflections. A report to the Nuffield Foundation. London: King’s College.

Pruden, S. M., Levine, S. C., & Huttenlocher, J. (2011). Children’s spatial thinking: does talk about the spatial world matter? Developmental Science, 14(6), 1417–1430.

Riegle-Crumb, C., Moore, C., & Ramos-Wada, A. (2011). Who wants to have a career in science or math? Exploring adolescents’ future aspirations by gender and race/ethnicity. Science Education, 95(3), 458–476.

Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: a gender study. Science Education, 96(3), 411–427.

Sanders, M. (2009). STEM, STEM education, STEM mania. Technology Teacher, 68(4), 20–26.

Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: why undergraduates leave the sciences. Boulder: Westview Press.

Sinitsky, D. M., Fernando, B., & Berlingieri, P. (2012). Establishing a curriculum for the acquisition of laparoscopic psychomotor skills in the virtual reality environment. The American Journal of Surgery, 204(3), 367–376.

Spapiro, C. A., & Sax, L. J. (2011). Major selection and persistence for women in STEM. New Direction for Institutional Research, 152, 5–18.

Stohlmann, M., & Roehrig. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education, 2(1), 28–34.

Talanquer, V. (2014). DBER and STEM education reform: are we up to the challenge? Journal of Research in Science Teaching, 51(6), 809–819.

Tyson, W., Lee, R., Borman, K. M., & Hanson, M. A. (2007). Science, technology, engineering, and mathematics (STEM) pathways: high school science and math coursework and postsecondary degree attainment. Journal of Education for Students Placed At Risk, 12(3), 243–270.

White House Office of Science and Technology Policy (2012). Preparing a 21 st century workforce: science, technology, engineering, and mathematics (STEM) education in the 2013 budget. Retrieved May 30, 2012 from http://www.whitehouse.gov/sites/default/diles/microsites/ostp/fy2013rd_stem.pdf .

Wu, H. K., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning. Science Education, 88(3), 465–492.

Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.

Zeid, I., Chin, J., Duggan, C., & Kamarthi, S. (2014). Engineering based learning: a paradigm shift for high school STEM teaching. International Journal of Engineering Education, 30(4), 867–887.