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research assumptions (challenges （Margot & Kettler, 2019） (3.2 combing…

- - - - see things as a whole
      - knowing what's the best way to teach(know what's not is also important)
      - 3.2.3 （1）utilization of STEM could actually hinder direct instruction of science content (Dare et al., 2014)
    - - especially those with disabilities and various cognitive abilities (Herro & Quigley, 2017; Park et al., 2017)
  - - - （1）Secondary teachers felt their domain-specific courses (biology II, geometry, etc.) did not integrate well with other STEM disciplines (Asghar et al., 2012)
    - - (1) concerned about STEM curriculum’s ability to impart meaningful learning (Asghar et al. 2012)
- - - - very limited knowledge of how to create opportunities to engage their students in the practices
      - tended not to communicate the practices to their students
      - very constrained knowledge of how to assess their students learning of the practices
- - - - previous experience using student-centered, inquiry models of instruction facilitate success in a STEM initiative （Bagiati and Evangelou 2015; Bruce-Davis et al. 2014; Park et al. 2017）
        
        science & maths
        
        problem-based learning, inquiry-based learning, questioning techniques, guided independent research studies)
        
        inductive and deductive reasoning :<3:
- - - - growth mindset <--> intrinsic values(motives)