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other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. 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For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments in STEM education scholarship. We examined those selected journal publications both quantitatively and qualitatively, including the number of articles published, journals in which the articles were published, authorship nationality, and research topic and methods over the years. The results show that research in STEM education is increasing in importance internationally and that the identity of STEM education journals is becoming clearer over time.\u003C\u002Fjats:p>",{"EN":1076},"Research and trends in STEM education: a systematic review of journal publications",{"VOID":1078},"10.1186\u002Fs40594-020-00207-6",[102],"https:\u002F\u002Fstemeducationjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs40594-020-00207-6",[1082,1105,1124,1145],{"id":1083,"sortIndex":36,"researcher":26,"roles":1084,"affiliations":1085,"properties":1098},"f3e84ba9-e794-46a2-96c1-2b8967be8e45",[],[1086],{"id":1087,"sortIndex":36,"affiliation":1088,"properties":1095},"513be630-91ca-4840-bf26-b2c807ca5bb5",{"id":1089,"createTime":1090,"updateTime":1090,"relativeEntities":1091,"slug":26,"properties":1092,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"b0f2e745-fbc7-4253-a069-4050e2fe268e","2024-01-10T07:49:19.728+00:00",[],{"title":1093},{"VI":1094},"Texas A&M University, College Station, TX 77843-4232 United States",{"title":1096},{"EN":1097},"Texas A&M University, College Station, TX, 77843-4232, USA",{"openalex":1099,"orcid":1101,"title":1103},{"VOID":1100},"A5007448580",{"VOID":1102},"https:\u002F\u002Forcid.org\u002F0000-0001-6448-4380",{"EN":1104},"Yeping Li",{"id":1106,"sortIndex":114,"researcher":26,"roles":1107,"affiliations":1108,"properties":1117},"7cbae085-1c16-42cf-a40d-3cba19608df9",[],[1109],{"id":1110,"sortIndex":36,"affiliation":1111,"properties":1115},"0a9f35f1-8e20-4db1-9641-8fb9a4a49d19",{"id":1089,"createTime":1090,"updateTime":1090,"relativeEntities":1112,"slug":26,"properties":1113,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},[],{"title":1114},{"VI":1094},{"title":1116},{"EN":1097},{"openalex":1118,"orcid":1120,"title":1122},{"VOID":1119},"A5011154045",{"VOID":1121},"https:\u002F\u002Forcid.org\u002F0000-0002-4998-5213",{"EN":1123},"Yu Xiao",{"id":1125,"sortIndex":59,"researcher":26,"roles":1126,"affiliations":1127,"properties":1138},"ad8d7153-c241-4fad-ad3b-ff90e59657e2",[],[1128],{"id":26,"sortIndex":36,"affiliation":1129,"properties":26},{"id":1130,"createTime":1131,"updateTime":1132,"relativeEntities":1133,"slug":1134,"properties":1135,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"0ebda868-1962-4641-b31e-0e95fdf48c7b","2024-01-13T19:11:40.898+00:00","2024-12-29T13:01:04.988+00:00",[],"Ohio-State-University-Columbus-OH-43210-USA",{"title":1136},{"VI":1137},"Ohio State University, Columbus, OH 43210, USA",{"openalex":1139,"orcid":1141,"title":1143},{"VOID":1140},"A5089713258",{"VOID":1142},"https:\u002F\u002Forcid.org\u002F0000-0002-4426-2681",{"EN":1144},"Jeffrey E. 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CRS report for congress, R42642, https:\u002F\u002Ffas.org\u002Fsgp\u002Fcrs\u002Fmisc\u002FR42642.pdf Accessed on 2 Jan 2020.",{},{"id":26,"text":1247,"url":26,"identifiers":1248},"Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984.",{"doi":1249},"10.1002\u002Ftea.20439",{"id":26,"text":1251,"url":26,"identifiers":1252},"Honey, M., Pearson, G., & Schweingruber, A. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington: National Academies Press.",{},{"id":26,"text":1254,"url":26,"identifiers":1255},"Howard, G. S., Cole, D. A., & Maxwell, S. E. (1987). Research productivity in psychology based on publication in the journals of the American Psychological Association. American Psychologist, 42(11), 975–986.",{"doi":1256},"10.1037\u002F0003-066X.42.11.975",{"id":26,"text":1258,"url":26,"identifiers":1259},"Johnson, C. C., Peters-Burton, E. E., & Moore, T. J. (2015). STEM roadmap: A framework for integration. London: Taylor & Francis.",{"doi":1260},"10.4324\u002F9781315753157",{"id":26,"text":1262,"url":26,"identifiers":1263},"Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3, 11. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40594-016-0046-z.",{"doi":1264},"10.1186\u002Fs40594-016-0046-z",{"id":26,"text":1266,"url":26,"identifiers":1267},"Kilpatrick, J. (1992). A history of research in mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 3–38). New York: Macmillan.",{},{"id":26,"text":1269,"url":26,"identifiers":1270},"Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018). Developing a STEM identity among young women: A social identity perspective. Review of Educational Research, 88(4), 589–625.",{"doi":1271},"10.3102\u002F0034654318779957",{"id":26,"text":1273,"url":26,"identifiers":1274},"Li, Y. (2014). International journal of STEM education – a platform to promote STEM education and research worldwide. International Journal of STEM Education, 1, 1. https:\u002F\u002Fdoi.org\u002F10.1186\u002F2196-7822-1-1.",{"doi":1275},"10.1186\u002F2196-7822-1-1",{"id":26,"text":1277,"url":26,"identifiers":1278},"Li, Y. (2018a). Journal for STEM education research – promoting the development of interdisciplinary research in STEM education. Journal for STEM Education Research, 1(1–2), 1–6. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs41979-018-0009-z.",{"doi":1279},"10.1007\u002Fs41979-018-0009-z",{"id":26,"text":1281,"url":26,"identifiers":1282},"Li, Y. (2018b). Four years of development as a gathering place for international researchers and readers in STEM education. International Journal of STEM Education, 5, 54. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40594-018-0153-0.",{"doi":1283},"10.1186\u002Fs40594-018-0153-0",{"id":26,"text":1285,"url":26,"identifiers":1286},"Li, Y. (2019a). Five years of development in pursuing excellence in quality and global impact to become the first journal in STEM education covered in SSCI. International Journal of STEM Education, 6, 42. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40594-019-0198-8.",{"doi":1287},"10.1186\u002Fs40594-019-0198-8",{"id":26,"text":1289,"url":26,"identifiers":1290},"Li, Y. (2019b). STEM education research and development as a rapidly evolving and international field. 数学教育学报(Journal of Mathematics Education), 28(3), 42–44.",{},{"id":26,"text":1292,"url":26,"identifiers":1293},"Li, Y., Froyd, J. E., & Wang, K. (2019). Learning about research and readership development in STEM education: A systematic analysis of the journal’s publications from 2014 to 2018. International Journal of STEM Education, 6, 19. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40594-019-0176-1.",{"doi":1294},"10.1186\u002Fs40594-019-0176-1",{"id":26,"text":1296,"url":26,"identifiers":1297},"Li, Y., & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as ‘given’ in STEM education. International Journal of STEM Education, 6, 44. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40594-019-0197-9.",{"doi":1298},"10.1186\u002Fs40594-019-0197-9",{"id":26,"text":1300,"url":26,"identifiers":1301},"Li, Y., Wang, K., & Xiao, Y. (2019). Exploring the status and development trends of STEM education research: A review of research articles in selected journals published between 2000 and 2018. 数学教育学报(Journal of Mathematics Education), 28(3), 45–52.",{},{"id":26,"text":1303,"url":26,"identifiers":1304},"Lin, T.-J., Lin, T.-C., Potvin, P., & Tsai, C.-C. (2019). Research trends in science education from 2013 to 2017: A systematic content analysis of publications in selected journals. International Journal of Science Education, 41(3), 367–387.",{"doi":1305},"10.1080\u002F09500693.2018.1550274",{"id":26,"text":1307,"url":26,"identifiers":1308},"Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6, 2. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40594-018-0151-2.",{"doi":1309},"10.1186\u002Fs40594-018-0151-2",{"id":26,"text":1311,"url":26,"identifiers":1312},"Minichiello, A., Hood, J. R., & Harkness, D. S. (2018). Bring user experience design to bear on STEM education: A narrative literature review. Journal for STEM Education Research, 1(1–2), 7–33.",{"doi":1313},"10.1007\u002Fs41979-018-0005-3",{"id":26,"text":1315,"url":26,"identifiers":1316},"Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction – what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496.",{"doi":1317},"10.1002\u002Ftea.20347",{"id":26,"text":1319,"url":26,"identifiers":1320},"Mizell, S., & Brown, S. (2016). The current status of STEM education research 2013-2015. Journal of STEM Education: Innovations & Research, 17(4), 52–56.",{},{"id":26,"text":1322,"url":26,"identifiers":1323},"National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. 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International Journal of Education in Mathematics, Science and Technology, 6(4), 343–362.",{"doi":1333},"10.18404\u002Fijemst.440338",{"id":26,"text":1335,"url":26,"identifiers":1336},"Schreffler, J., Vasquez III, E., Chini, J., & James, W. (2019). Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6, 8. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40594-019-0161-8.",{"doi":1337},"10.1186\u002Fs40594-019-0161-8",{"id":26,"text":1339,"url":26,"identifiers":1340},"Schwab, D. B., Cole, L. W., Desai, K. M., Hemann, J., Hummels, K. R., & Maltese, A. V. (2018). A summer STEM outreach program run by graduate students: Successes, challenges, and recommendations for implementation. Journal of Research in STEM Education, 4(2), 117–129.",{"doi":1341},"10.51355\u002Fjstem.2018.40",{"id":26,"text":1343,"url":26,"identifiers":1344},"Sochacka, N. W., Guyotte, K. W., & Walther, J. (2016). Learning together: A collaborative autoethnographic exploration of STEAM (STEM+ the Arts) education. Journal of Engineering Education, 105(1), 15–42.",{"doi":1345},"10.1002\u002Fjee.20112",{"id":26,"text":1347,"url":26,"identifiers":1348},"Sokolowski, A., Li, Y., & Willson, V. (2015). The effects of using exploratory computerized environments in grades 1 to 8 mathematics: A meta-analysis of research. International Journal of STEM Education, 2, 8. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40594-015-0022-z.",{"doi":1349},"10.1186\u002Fs40594-015-0022-z",{"id":26,"text":1351,"url":26,"identifiers":1352},"Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., Pauw, J. B., 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), 2.",{"doi":1353},"10.20897\u002Fejsteme\u002F85525",{"id":26,"text":1355,"url":26,"identifiers":1356},"Tsai, C. C., & Wen, L. M. C. (2005). Research and trends in science education from 1998 to 2002: A content analysis of publication in selected journals. International Journal of Science Education, 27(1), 3–14.",{"doi":1357},"10.1080\u002F0950069042000243727",{"id":26,"text":1359,"url":26,"identifiers":1360},"United States Congress House Committee on Science. (1998). The state of science, math, engineering, and technology (SMET) education in America, parts I-IV, including the results of the Third International Mathematics and Science Study (TIMSS): hearings before the Committee on Science, U.S. House of Representatives, One Hundred Fifth Congress, first session, July 23, September 24, October 8 and 29, 1997. Washington: U.S. G.P.O.",{},{"id":26,"text":1362,"url":26,"identifiers":1363},"Vasquez, J., Sneider, C., & Comer, M. (2013). STEM lesson essentials, grades 3–8: Integrating science, technology, engineering, and mathematics. Portsmouth, NH: Heinemann.",{},{"id":26,"text":1365,"url":26,"identifiers":1366},"Wu, S. P. W., & Rau, M. A. (2019). How students learn content in science, technology, engineering, and mathematics (STEM) through drawing activities. Educational Psychology Review. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10648-019-09467-3.",{"doi":1367},"10.1007\u002Fs10648-019-09467-3",{"id":26,"text":1369,"url":26,"identifiers":1370},"Xu, M., Williams, P. J., Gu, J., & Zhang, H. (2019). Hotspots and trends of technology education in the International Journal of Technology and Design Education: 2000-2018. 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Journal of Women and Minorities in Science and Engineering, 15(4) Retrieved from http:\u002F\u002Fwww.dl.begellhouse.com\u002Fjournals\u002F00551c876cc2f027,293840bd7415e516,0b5caaa338bc00a0.html .",{},{"id":26,"text":2123,"url":26,"identifiers":2124},"Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Life Sciences, 1, 0–2.",{},{"id":26,"text":2126,"url":26,"identifiers":2127},"Zhang, L, & Barnett, M. (2015). How high school students envision their STEM career pathways. Cultural Studies of Science Education, 10(3), 637–656.",{"doi":2128},"10.1007\u002Fs11422-013-9557-9",{"id":2130,"createTime":2131,"updateTime":2132,"relativeEntities":2133,"slug":2134,"properties":2135,"entityType":800,"verifyStatus":25,"verifyTime":2132,"verifyNote":801,"syncStatus":28,"languages":2147,"translateLanguages":26,"viewCount":36,"primaryUrl":2148,"fullTextUrl":26,"authors":2149,"publicationType":900,"publisherRelationship":2193,"citationCount":357,"citationInfo":2233,"publishDate":1205,"publishYear":1206,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":2235,"isForceReanalyzing":1060},"d884968b-6824-424b-a7d1-c24d5c091c77","2024-04-19T05:25:58.649+00:00","2025-02-04T19:26:42.780+00:00",[],"Change-theory-and-theory-of-change-what-s-the-difference-anyway-",{"mag":2136,"keywords":2138,"openalex":2139,"abstract":2141,"title":2143,"doi":2145},{"VOID":2137},"3025010894",{},{"VOID":2140},"W3025010894",{"EN":2142},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>This commentary focuses on the difference between a theory of change and change theory, as it relates to systemic change projects in STEM higher education. A theory of change is project-specific and related to evaluation. It makes the underlying rationale of a project explicit, which supports planning, implementation, and assessment of the project. In addition, a theory of change is often required by funding agencies as part of grant proposals. In contrast, change theories represent theoretical and empirically grounded knowledge about how change occurs that goes beyond any one project. Ideally, a theory of change is informed by change theories. This essay describes the connections between a theory of change and change theory and provides examples of how change theory can inform a project’s theory of change. Grounding projects in change theory allows change agents to draw on existing knowledge and to better contribute to our collective knowledge about how to achieve meaningful change in STEM higher education.\u003C\u002Fjats:p>",{"EN":2144},"Change theory and theory of change: what’s the difference anyway?",{"VOID":2146},"10.1186\u002Fs40594-020-0202-3",[102],"https:\u002F\u002Fstemeducationjournal.springeropen.com\u002Farticles\u002F10.1186\u002Fs40594-020-0202-3",[2150,2172],{"id":2151,"sortIndex":115,"researcher":26,"roles":2152,"affiliations":2153,"properties":2165},"51fdf746-21e2-484b-8d03-195aa90115a8",[],[2154],{"id":2155,"sortIndex":36,"affiliation":2156,"properties":26},"12184967-1978-4021-8ad5-0f094faa08cd",{"id":2157,"createTime":2158,"updateTime":2159,"relativeEntities":2160,"slug":2161,"properties":2162,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"98ab4305-8674-4f0d-aa17-61494e10da6d","2023-11-25T03:26:08.300+00:00","2024-10-11T20:57:53.146+00:00",[],"Department-of-Genetics-University-of-Georgia-Athens-GA-30602-USA",{"title":2163},{"VI":2164},"Department of Genetics, University of Georgia, Athens, GA 30602, USA",{"openalex":2166,"orcid":2168,"title":2170},{"VOID":2167},"A5056274773",{"VOID":2169},"https:\u002F\u002Forcid.org\u002F0000-0002-7008-6853",{"EN":2171},"Tessa C. Andrews",{"id":2173,"sortIndex":36,"researcher":26,"roles":2174,"affiliations":2175,"properties":2186},"b95f6b13-4ec8-44f3-8c44-76fcbbb4c514",[],[2176],{"id":2177,"sortIndex":36,"affiliation":2178,"properties":26},"4179f462-cbdc-46ae-b1cb-753f591197f0",{"id":2179,"createTime":2180,"updateTime":2180,"relativeEntities":2181,"slug":2182,"properties":2183,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"46736919-2abf-46d8-8731-12d216a04f9f","2024-04-06T10:10:29.447+00:00",[],"Department-of-Mathematics-and-Statistics-San-Diego-State-University-San-Diego-CA-92182-USA",{"title":2184},{"VI":2185},"Department of Mathematics and Statistics, San Diego State University, San Diego, CA 92182, USA",{"openalex":2187,"orcid":2189,"title":2191},{"VOID":2188},"A5037454075",{"VOID":2190},"https:\u002F\u002Forcid.org\u002F0000-0003-1258-2805",{"EN":2192},"Daniel L. 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Cambridge University Press, London; 2014.",{},{"id":26,"text":2607,"url":26,"identifiers":2608},"Scott T, Schroeder H, Huang T-H, Williams O: A longitudinal study of a 5th grade science curriculum based on the 5E model. Science Educator 2014,23(1):49–55.",{},{"id":26,"text":2610,"url":26,"identifiers":2611},"Smith CL, Wenk L: Relations among three aspects of first-year college students’ epistemologies of science. Journal of Research in Science Teaching 2006, 43: 747–785. 10.1002\u002Ftea.20113",{"doi":2612},"10.1002\u002Ftea.20113",{"id":26,"text":2614,"url":26,"identifiers":2615},"Smith C, Maclin D, Houghton C, Hennessey MG: Sixth-grade students’ epistemologies of science: the impact of school science experience on epistemological development. Cognition and Instruction 2000,18(3):285–316. 10.1207\u002FS1532690XCI1803_3",{"doi":2616},"10.1207\u002FS1532690XCI1803_3",{"id":26,"text":2618,"url":26,"identifiers":2619},"Songer NB, Kelcey B, Gotwals AW: How and when does complex reasoning occur? Empirically driven development of a learning progression focused on complex reasoning about biodiversity. Journal of Research in Science Teaching 2009,46(6):610–631. 10.1002\u002Ftea.20313",{"doi":2620},"10.1002\u002Ftea.20313",{"id":26,"text":2622,"url":26,"identifiers":2623},"Taylor, J, Getty, S, Kowalski, C, Wilson, J, Carlson, J, & Van Scotter, P (2015). An efficacy trial of research-based curriculum materials with curriculum-based professional development. Accepted for publication. American Educational Research Journal.",{},{"id":26,"text":2625,"url":26,"identifiers":2626},"Wellington J, Osborne J: Language and Literacy in Science Education. Open University Press, London; 2001.",{},{"id":26,"text":2628,"url":26,"identifiers":2629},"Wilson CD, Taylor JA, Kowalski SM, Carlson J: The relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching 2010,47(3):276–301.",{},{"id":26,"text":2631,"url":26,"identifiers":2632},"Windschitl M, Thompson J, Braaten M: Ambitious Pedagogy by Novice Teachers? Who Benefits From Tool-Supported Collaborative Inquiry into Practice and Why. Teachers College Record 2011,113(7):1311–1360.",{"doi":2633},"10.1177\u002F016146811111300702",{"id":26,"text":2635,"url":26,"identifiers":2636},"Windschitl M, Thompson J, Braaten M, Stroupe D: Proposing a Core Set of Instructional Practices and Tools for Teachers of Science. Science Education 2012,96(5):878–903. 10.1002\u002Fsce.21027",{"doi":2637},"10.1002\u002Fsce.21027",{"id":2639,"createTime":2640,"updateTime":2641,"relativeEntities":2642,"slug":2643,"properties":2644,"entityType":800,"verifyStatus":25,"verifyTime":2663,"verifyNote":801,"syncStatus":28,"languages":2664,"translateLanguages":2665,"viewCount":36,"primaryUrl":2666,"fullTextUrl":26,"authors":2667,"publicationType":900,"publisherRelationship":2746,"citationCount":253,"citationInfo":2786,"publishDate":26,"publishYear":26,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":2788,"isForceReanalyzing":1060},"b0150ed1-68e4-4d76-8cc4-08b8a0cf88df","2024-04-17T01:20:07.013+00:00","2024-12-25T11:45:49.926+00:00",[],"STEAM-in-education-a-bibliometric-analysis-of-performance-and-co-words-in-Web-of-Science",{"mag":2645,"keywords":2647,"pmc":2649,"openalex":2651,"abstract":2653,"title":2656,"pm":2659,"doi":2661},{"VOID":2646},"3174569361",{"VI":2648},"STEAM; giáo dục; phân tích bibliometrics; cơ sở dữ liệu Web of Science; hiệu suất học thuật; từ đồng nghĩa",{"VOID":2650},"8226355",{"VOID":2652},"W3174569361",{"EN":2654,"VI":2655},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:sec>\n                \u003Cjats:title>Background\u003C\u002Fjats:title>\n                \u003Cjats:p>Emerging methodologies that apply and integrate science, technology, engineering, art, and math (STEAM) in education have appeared in recent years as a pedagogical alternative providing more holistic and attractive education.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>\u003Cjats:sec>\n                \u003Cjats:title>Method\u003C\u002Fjats:title>\n                \u003Cjats:p>The research methodology used in this work is of a bibliometric nature. Specifically, an academic performance analysis and a co-word analysis has been carried out. The term STEAM was analyzed in the Web of Science (WoS) database. The WoS programs Analyze Results, Creation Citation Report, and SciMAT were used. A total of 1116 manuscripts were analyzed.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>\u003Cjats:sec>\n                \u003Cjats:title>Results\u003C\u002Fjats:title>\n                \u003Cjats:p>The results show that studies in the field education of STEAM began in 2006 and have continued uninterruptedly up to the present day, although interest generated in the scientific community has been irregular.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>\u003Cjats:sec>\n                \u003Cjats:title>Conclusions\u003C\u002Fjats:title>\n                \u003Cjats:p>It can be concluded that STEAM studies have not had an established and robust line of research over time, although it can be observed that the trends in this aspect are focused on the scientific branch of education. In addition, the topics of study on STEAM include points related to gender differences, the influence of STEAM on people of different races, the skills developed by students, and training teachers to implement teaching and learning processes with STEAM.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>","\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\u003Cjats:sec>\n                \u003Cjats:title>Bối cảnh\u003C\u002Fjats:title>\n                \u003Cjats:p>Những phương pháp mới nổi áp dụng và tích hợp khoa học, công nghệ, kỹ thuật, nghệ thuật và toán học (STEAM) trong giáo dục đã xuất hiện trong những năm gần đây như một phương pháp sư phạm cung cấp nền giáo dục toàn diện và hấp dẫn hơn.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>\u003Cjats:sec>\n                \u003Cjats:title>Phương pháp\u003C\u002Fjats:title>\n                \u003Cjats:p>Phương pháp nghiên cứu được sử dụng trong công trình này mang tính chất bibliometrics. Cụ thể, đã tiến hành phân tích hiệu suất học thuật và phân tích từ đồng nghĩa. Thuật ngữ STEAM đã được phân tích trong cơ sở dữ liệu Web of Science (WoS). Các chương trình của WoS là Phân tích Kết quả, Báo cáo Tạo Trích dẫn và SciMAT đã được sử dụng. Tổng cộng có 1116 bản thảo đã được phân tích.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>\u003Cjats:sec>\n                \u003Cjats:title>Kết quả\u003C\u002Fjats:title>\n                \u003Cjats:p>Kết quả cho thấy các nghiên cứu trong lĩnh vực giáo dục STEAM bắt đầu từ năm 2006 và tiếp tục không ngừng cho đến ngày nay, mặc dù sự quan tâm tạo ra trong cộng đồng khoa học không đều đặn.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>\u003Cjats:sec>\n                \u003Cjats:title>Kết luận\u003C\u002Fjats:title>\n                \u003Cjats:p>Có thể kết luận rằng các nghiên cứu STEAM chưa có một hướng nghiên cứu thiết lập và vững chắc theo thời gian, mặc dù có thể quan sát rằng các xu hướng trong khía cạnh này tập trung vào nhánh khoa học của giáo dục. Ngoài ra, các chủ đề nghiên cứu về STEAM bao gồm các điểm liên quan đến sự khác biệt giới tính, ảnh hưởng của STEAM đối với những người thuộc các chủng tộc khác nhau, các kỹ năng mà sinh viên phát triển, và đào tạo giáo viên để thực hiện các quá trình dạy và học với STEAM.\u003C\u002Fjats:p>\n              \u003C\u002Fjats:sec>",{"EN":2657,"VI":2658},"STEAM in education: a bibliometric analysis of performance and co-words in Web of Science","Giáo dục STEAM: phân tích bibliometrics về hiệu suất và từ đồng nghĩa trong Web of 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Ceuta, Spain",{"openalex":2683,"orcid":2685,"title":2687},{"VOID":2684},"A5065616932",{"VOID":2686},"https:\u002F\u002Forcid.org\u002F0000-0003-0823-3370",{"EN":2688},"Jesús López Belmonte",{"id":2690,"sortIndex":115,"researcher":26,"roles":2691,"affiliations":2692,"properties":2699},"d6c27c41-3eba-4a8a-b17c-48f8f54b38bd",[],[2693],{"id":2694,"sortIndex":36,"affiliation":2695,"properties":26},"52d2cf36-f37e-4770-93b6-23f49a98ea6f",{"id":2675,"createTime":2676,"updateTime":2676,"relativeEntities":2696,"slug":2678,"properties":2697,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},[],{"title":2698},{"EN":2681},{"openalex":2700,"orcid":2702,"title":2704},{"VOID":2701},"A5031880130",{"VOID":2703},"https:\u002F\u002Forcid.org\u002F0000-0003-3191-2048",{"EN":2705},"Antonio-José Moreno-Guerrero",{"id":2707,"sortIndex":114,"researcher":26,"roles":2708,"affiliations":2709,"properties":2720},"d6cb540f-c397-486b-8337-472135ecfafb",[],[2710],{"id":2711,"sortIndex":36,"affiliation":2712,"properties":26},"ed21e9e6-004e-42d7-98d6-21eb12df1e39",{"id":2713,"createTime":2714,"updateTime":2714,"relativeEntities":2715,"slug":2716,"properties":2717,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"b1bb4541-d8b1-4b71-b3be-9cc92545f96a","2024-04-17T01:20:07.054+00:00",[],"CEIP-Principe-Felipe-Ministry-of-Education-and-Vocational-Training-Ceuta-Ceuta-Spain",{"title":2718},{"EN":2719},"CEIP Principe Felipe, Ministry of Education and Vocational Training, Ceuta, Ceuta, Spain",{"openalex":2721,"title":2723},{"VOID":2722},"A5091790013",{"EN":2724},"Pablo Dúo-Terrón",{"id":2726,"sortIndex":36,"researcher":26,"roles":2727,"affiliations":2728,"properties":2739},"a2eac704-e042-449a-a121-fbe173f3fedc",[],[2729],{"id":2730,"sortIndex":36,"affiliation":2731,"properties":26},"6af770a2-250e-41c7-bcaf-e08d98b02aff",{"id":2732,"createTime":2733,"updateTime":2733,"relativeEntities":2734,"slug":2735,"properties":2736,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"62380eab-e97f-4a10-b144-96bdf4184f37","2024-04-17T01:20:07.025+00:00",[],"Department-of-Didactics-and-School-Organization-University-of-Granada-Granada-Spain",{"title":2737},{"EN":2738},"Department of Didactics and School Organization, University of Granada, Granada, Spain",{"openalex":2740,"orcid":2742,"title":2744},{"VOID":2741},"A5055415201",{"VOID":2743},"https:\u002F\u002Forcid.org\u002F0000-0001-8623-4796",{"EN":2745},"José-Antonio 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A., & Salgado, M. (2018). Land Art Math: Una actividad STEAM para fomentar la competencia matemática en Educación Infantil. Edma 0-6: Educación Matemática en la Infancia, 7(1), 1–11 http:\u002F\u002Fwww.edma0-6.es\u002Findex.php\u002Fedma0-6\u002Farticle\u002Fview\u002F48.",{},{"id":26,"text":2793,"url":26,"identifiers":2794},"Anisimova, T. I., Sabirova, F. M., & Shatunova, O. V. (2020). Formation of design and research competencies in future teachers in the framework of STEAM education. International Journal of Emerging Technologies in Learning, 15(2), 204–217 https:\u002F\u002Fdoi.org\u002F10.3991\u002Fijet.v15i02.11537.",{"doi":2795},"10.3991\u002Fijet.v15i02.11537",{"id":26,"text":2797,"url":26,"identifiers":2798},"Anito, J. J. C., & Morales, M. P. E. (2019). The Pedagogical Model of Philippine STEAM Education: drawing implications for the reengineering of Philippine STEAM learning ecosystem. Universal Journal of Educational Research, 7(12), 2662–2669 https:\u002F\u002Fdoi.org\u002F10.13189\u002Fujer.2019.071213.",{"doi":2799},"10.13189\u002Fujer.2019.071213",{"id":26,"text":2801,"url":26,"identifiers":2802},"Bassachs, M., Cañabate, D., Nogué, L., Serra, T., Bubnys, R., & Colomer, J. (2020). Fostering critical reflection in primary education through STEAM approaches. Education in Science, 10(12), 1–14 https:\u002F\u002Fdoi.org\u002F10.3390\u002Feducsci10120384.",{"doi":2803},"10.3390\u002Feducsci10120384",{"id":26,"text":2805,"url":26,"identifiers":2806},"Bati, K., Yetişir, M. I., Çalişkan, I., Gunes, G., & Saçan, E. G. (2018). Teaching the concept of time: a steam-based program on computational thinking in science education. Cogent Education, 5(1), 1–16 https:\u002F\u002Fdoi.org\u002F10.1080\u002F2331186X.2018.1507306.",{"doi":2807},"10.1080\u002F2331186X.2018.1507306",{"id":26,"text":2809,"url":26,"identifiers":2810},"Bazler, J. A., & Van Sickle, M. L. (2017). Cases on STEAM education in practice. IGI Global. https:\u002F\u002Fdoi.org\u002F10.4018\u002F978-1-5225-2334-5 Accessed 23 Jan 2021.",{"doi":2811},"10.4018\u002F978-1-5225-2334-5",{"id":26,"text":2813,"url":26,"identifiers":2814},"Biesta, G. (2015). Freeing teaching from learning: opening up existential possibilities in educational relationships. Studies in Philosophy and Education, 34, 229–243 https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11217-014-9454-z.",{"doi":2815},"10.1007\u002Fs11217-014-9454-z",{"id":26,"text":2817,"url":26,"identifiers":2818},"Burnard, P., & Colucci-Gray, L. (2019). Why science and art creativities matter. (Re-)Configuring STEAM for future-making education. Brill\u002Fsense. https:\u002F\u002Fdoi.org\u002F10.1163\u002F9789004421585 Accessed 16 Jan 2021.",{"doi":2819},"10.1163\u002F9789004421585",{"id":26,"text":2821,"url":26,"identifiers":2822},"Bush, S., Cook, K. L., Edelen, D., & Cox, R. (2020). Elementary students’ STEAM perceptions: extending frames of reference through transformative learning experiences. The Elementary School Journal, 120(4), 692–714 https:\u002F\u002Fdoi.org\u002F10.1086\u002F708642.",{"doi":2823},"10.1086\u002F708642",{"id":26,"text":2825,"url":26,"identifiers":2826},"Callon, M., Courtial, J. P., & Laville, F. (1991). Coword analysis as a tool for describing the network of interactions between basic and technological research: The case of polymer chemsitry. Scientometrics, 22, 155–205 https:\u002F\u002Fdoi.org\u002F10.1007\u002FBF02019280.",{"doi":2827},"10.1007\u002FBF02019280",{"id":26,"text":2829,"url":26,"identifiers":2830},"Campos, N., Ramos, M., & Moreno-Guerrero, A. J. (2019). Realidad virtual y motivación en el contexto educativo: Estudio bibliométrico de los últimos veinte años de Scopus. 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