Two of the examined articles were found to be high (Table 9). A19 stated that the subject is too complex to be explained with a single research method with the following sentences: “Employment in science, technology, engineering, and mathematics (STEM) careers grew by 10.5% from 2009 to 2015 compared to 5.2% growth in non-STEM jobs, and the average national wage for STEM jobs is nearly double that of other occupations. Despite this, employers report difficulty filling these positions due to a lack of sufficiently qualified candidates.” Based on the problem-solving feature of pragmatism, A19 stated that the subject is too complex to be explained with a single research method, with the following sentences: “His style of authentic instruction may help ameliorate the “leaky pipeline” often discussed in STEM education in which qualified candidates (often women and underrepresented minorities) stop pursuing STEM careers for a wide variety of reasons….” A19 expressed the functionality with the following sentences: “Teaching through authentic scientific practice also aligns with situated learning theory, which contends that learning cannot take place outside of the context where that skill is used, and typically takes place in a community of practice where members can learn from each other and develop their identity.”
Five studies were in a low category. For example, A22: