| http://www.w3.org/ns/prov#value | - REESE welcomes proposals that explore: (1) the interrelationships among teaching, learning, and assessment such as learning progressions that create new models for STEM learning across grade levels; (2) affective dimensions of learning, such as what motivates and sustains learner interest in STEM and what fosters engagement and persistence; (3) informal contexts and contexts that blur the boundary
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