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Journal of STEM Teacher Education

Abstract

This article discusses the findings of a qualitative evaluation study of ninth and tenth grade CincySTEM ITEST projects that were designed and implemented in a new urban STEM high school. The projects were framed by project-based learning and 5E Learning Cycle principles and utilized digital backpack equipment. Many of the projects were pedagogically innovative and engaging. The study indicated that the keys to their success were teachers’ accumulated experience, peer support, and professional development. The article concludes with the contributions of the study and the legacy of CincySTEM ITEST projects.

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