Editorial : the impact of place-based contextualised curriculum on student engagement and motivation in STEM education

Kathryn Holmes; Nathan Berger; Erin Mackenzie; Catherine Attard; Patrick Johnson; Olivia Fitzmaurice; Niamh O'Meara; Veronica Ryan

doi:10.3389/feduc.2021.826656

Editorial : the impact of place-based contextualised curriculum on student engagement and motivation in STEM education

Kathryn Holmes, Nathan Berger, Erin Mackenzie, Catherine Attard, Patrick Johnson, Olivia Fitzmaurice, Niamh O'Meara, Veronica Ryan

School of Education

University of Limerick

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

1 Downloads (Pure)

Original language	English
Article number	826656
Number of pages	3
Journal	Frontiers in Education
Volume	6
DOIs	https://doi.org/10.3389/feduc.2021.826656
Publication status	Published - 7 Jan 2022

Open Access - Access Right Statement

Copyright Â© 2022 Holmes, Berger, Mackenzie, Attard, Johnson, Fitzmaurice, O’Meara and Ryan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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10.3389/feduc.2021.826656

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Cite this

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AU - Mackenzie, Erin

AU - Attard, Catherine

AU - Johnson, Patrick

AU - Fitzmaurice, Olivia

AU - O'Meara, Niamh

AU - Ryan, Veronica

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Editorial : the impact of place-based contextualised curriculum on student engagement and motivation in STEM education

Open Access - Access Right Statement

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