Implementation of a STEAM project in compulsory secondary education that creates connections with the environment

• Queiruga-Dios, Miguel-Ángel ^[1] ; López-Iñesta, Emilia ^[2] ; Diez-Ojeda, María ^[3] ; Sáiz-Manzanares, María-Consuelo ^[3] ; Vázquez-Dorrío, José-Benito ^[1]
  1. [1] Universidade de Vigo

     Universidade de Vigo

     Vigo, España

     
  2. [2] Universitat de València

     Universitat de València

     Valencia, España

     
  3. [3] Universidad de Burgos

     Universidad de Burgos

     Burgos, España

     

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• 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. 871-908
• Idioma: inglés
• DOI: 10.1080/02103702.2021.1925475
• Títulos paralelos:
  • Implementación de un proyecto STEAM en Educación Secundaria generando conexiones con el entorno
• Enlaces
  • Texto completo
• Dialnet Métricas: 11 Citas
• Resumen
  • español

    La enseñanza STEAM se está imponiendo en el mundo educativo desde hace unos años. Este artículo presenta dos contribuciones fundamentales a la literatura STEAM. En primer lugar, la descripción detallada de una experiencia de trabajo STEAM llevada a cabo con alumnado de Secundaria empleando Aprendizaje Basado en Proyectos, donde las disciplinas de ciencias y arte aparecen conectadas e integradas. Para esto, se analizan las conexiones que se establecen entre las disciplinas S, T, E, A y M. En segundo lugar, el estudio de las relaciones generadas entre los integrantes de la comunidad educativa y los agentes educativos externos (artistas, investigadores, centros de investigación) involucrados en el proyecto. Estas conexiones resultan una parte relevante de la educación STEAM. Además, se analiza de manera cuantitativa el aumento del rendimiento y del interés por la ciencia y la tecnología manifestado por el alumnado, que percibe una mejora en algunas habilidades, como trabajo en equipo, creatividad, comunicación y autocrítica.

  • English

    The teaching of STEAM has been gaining ground in the world of education for some years now. This article presents two fundamental contributions to STEAM literature. The first contribution is the detailed description of a STEAM work experience with secondary school students using Project Based Learning, in which the disciplines of science and art are connected and integrated. To achieve this, connections established among the disciplines corresponding to S, T, E, A and M are analysed. The second contribution presented in this paper is the study of the relationships established between the members of the educational community and the external educational agents (artists, researchers and research centres) involved in the project. These relationships among all the educational agents give rise to important connections relevant to STEAM education. Additionally, an increase in performance and interest in science and technology manifested by the students is analysed in a quantitative way. The students perceive an improvement in certain skills, such as teamwork, creativity, communication and self-evaluation.

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