Figure 1. Influence before elimination of outliers (N=183)
Figure 2. SAMD statistic results
Figure 3. Funnel plots before and after outlier elimination
Table 1. Definition of moderators and coding results
Table 2. Mean effect size for combined dependent variables
Table 3. Results of hierarchical meta-regression analysis of moderators
참고문헌
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- STEAM 교육의 한계와 개선방향 -STEAM 교육 전문성을 가진 교사의 견해를 바탕으로- vol.39, pp.5, 2018, https://doi.org/10.14697/jkase.2019.39.5.573
- A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea vol.5, pp.1, 2018, https://doi.org/10.1186/s41029-019-0034-y
- 데이터 기반 STEAM 교육을 통한 문제 해결 과정 분석: 대기대순환과 표층 해류 내용을 중심으로 vol.13, pp.3, 2018, https://doi.org/10.15523/jksese.2020.13.3.330