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Award ID contains: 2300433

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  1. ; ; ; ; ; ; (, International Society of the Learning Sciences)
    In this comparative case study, we used activity theory to explain how and why different middle-school STEM teachers from the same professional development community made different curricular adaptation choices for biomimetic design activities. Analysis of teacher interviews, classroom observations, and lesson artifacts revealed that teachers’ choices for biomimicry activities were particularly influenced by confidence with and access to particular tools and by rules related to learning goals and time constraints. 
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    Free, publicly-accessible full text available July 1, 2026