Transdisciplinary integration and its implementation in primary education through two STEAM projects

• Lage-Gómez, Carlos ^[1] ; Ros, Germán ^[2]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
  2. [2] Universidad de Alcalá

     Universidad de Alcalá

     Alcalá de Henares, España

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 44, Nº 4, 2021 (Ejemplar dedicado a: STEAM education: Contributing evidence of validity and effectiveness / Educación STEAM: Aportando pruebas de validez y efectividad), págs. 801-837
• Idioma: inglés
• DOI: 10.1080/02103702.2021.1925474
• Títulos paralelos:
  • La integración transdisciplinar y su aplicación en Educación Primaria a través de dos proyectos STEAM
• Enlaces
  • Texto completo
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    La integración curricular desde una perspectiva STEAM transdisciplinar representa un profundo desafío. Este estudio profundiza en una comprensión transdisciplinar de la Educación Primaria y el rol del arte en dos proyectos STEAM a través del concepto de gran idea. Han participado 111 estudiantes de ocho grupos (11–12 años) de un programa para alumnado con altas capacidades, junto con cinco profesores y cuatro profesionales externos. Desde el rol de profesores e investigadores, se ha empleado la observación participante y no participante, grabaciones de vídeo, entrevistas individuales y grupales, diarios de clase y cuestionarios, triangulados y codificados a través de la Teoría de la Actividad mediante el software Atlas.ti8 y el análisis estadístico. Los resultados evidencian la significatividad del aprendizaje y la construcción de experiencias significativas, relacionadas con un grado elevado de motivación y de satisfacción, así como a la integración de diversas áreas en un proceso participativo, en el que el arte ha jugado un rol disciplinar e integrador. Se presenta una aproximación STEAM Transcisciplinar que podría resultar paradigmática para el ámbito de la Educción Primaria.

  • English

    Curriculum integration from a STEAM transdisciplinary perspective represents a profound challenge. This study delves into a transdisciplinary approach to primary education and the role of the arts through two STEAM projects in a programme for gifted students in Madrid (Spain). Participants include 111 students from eight groups (11–12 years old), five teachers and four external professionals. The teachers fulfill the dual role of both teacher and researcher, using participant and non-participant observation, video recordings, interviews and classroom journals and questionnaires. All the findings have been triangulated and coded by means of Activity Theory, using Atlas.ti8 software and statistical analysis. The results show the significance of learning and the creation of meaningful experiences as being related to a high degree of motivation and satisfaction, and to the integration of diverse areas in a participatory process in which the arts play a disciplinary and integrating role. A transdisciplinary STEAM approach is presented that could be paradigmatic for the field of primary education.

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