Assess the ability to evaluate comparative effectiveness and equity impacts of project-based learning (PBL) versus direct instruction in secondary STEM by interpreting empirical studies and meta-analyses, comparing outcomes (achievement, conceptual understanding, problem-solving, engagement), examining differential effects across subgroups (race, socioeconomic status, prior achievement), critiquing methodological quality (design, fidelity, measurement), and synthesizing evidence into justified curricular and policy recommendations.