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Barandiaran, V., (2022). Intervenciones en educación STEM en España: una revisión de literatura [Tess, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/660831
Barandiaran, V., Intervenciones en educación STEM en España: una revisión de literatura [Tess]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/660831
@misc{renati/1797861,
title = "Intervenciones en educación STEM en España: una revisión de literatura",
author = "Barandiaran Rivera, Valentina",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
Title: Intervenciones en educación STEM en España: una revisión de literatura
Other Titles: Interventions in STEM education in Spain: a literature review
Authors(s): Barandiaran Rivera, Valentina
Advisor(s): Ruiz Ruiz, Marcos Fernando
Keywords: Educación; STEM; Revisión de literatura; España; Education; Literature review; Spain
OCDE field: http://purl.org/pe-repo/ocde/ford#5.00.00; https://purl.org/pe-repo/ocde/ford#5.03.00
Issue Date: 5-Jan-2022
Institution: Universidad Peruana de Ciencias Aplicadas (UPC)
Abstract: La presente investigación tuvo por objetivo identificar y caracterizar las investigaciones que reportan intervenciones de la metodología STEM en España. A partir de una revisión sistemática de literatura con enfoque cualitativo de alcance exploratorio, se reportan los resultados de 14 artículos publicados entre el 2010 y 2020 en la base de datos Scopus. La revisión de literatura fue conducida en base a cinco categorías de análisis: producción académica, contexto e interés, rol docente, desafío docente e impacto del STEM en las aulas de España. Los resultados arrojan mayor presencia de investigaciones mixtas con estudiantes y docentes de secundaria; reportándose muy poca investigación para los grados menores. En cuanto al contexto e interés, se destaca la importancia de desarrollar la metodología STEM desde edades tempranas para que los estudiantes puedan iniciarse en la solución de problemas mediante la alfabetización científica. En el rol docente se evalúa la importancia de promover el trabajo cooperativo, el planteamiento de problemas reales e implementación de una cultura de evaluación integral. En cuarto lugar, está el desafío docente desde el lado cultural, trabajo colaborativo y la competencia digital. Finalmente, la quinta categoría es el impacto de la educación STEM, donde los estudiantes reciben una educación real, experimental y social.
The objective of this research was to identify and characterize the investigations that report investigations of the STEM methodology in Spain. Based on a systematic review of the literature with a qualitative approach with an exploratory scope, the results of 14 articles published between 2010 and 2020 in the Scopus database are reported. The literature review was conducted based on five categories of analysis: academic production, context and interest, teaching role, teaching challenge, and impact of STEM in Spanish classrooms. The results show a greater presence of mixed research with secondary school students and teachers; reporting very little research for the lower grades. Regarding the context and interest, the importance of developing the STEM methodology from an early age is highlighted so that students can start solving problems through scientific literacy. In the teaching role, the importance of promoting cooperative work, the approach of real problems and the implementation of a culture of comprehensive evaluation is evaluated. Fourth, there is the teaching challenge from the cultural side, collaborative work and digital competence. Finally, the fifth category is the impact of STEM education, where students get a real, experiential and social education.
The objective of this research was to identify and characterize the investigations that report investigations of the STEM methodology in Spain. Based on a systematic review of the literature with a qualitative approach with an exploratory scope, the results of 14 articles published between 2010 and 2020 in the Scopus database are reported. The literature review was conducted based on five categories of analysis: academic production, context and interest, teaching role, teaching challenge, and impact of STEM in Spanish classrooms. The results show a greater presence of mixed research with secondary school students and teachers; reporting very little research for the lower grades. Regarding the context and interest, the importance of developing the STEM methodology from an early age is highlighted so that students can start solving problems through scientific literacy. In the teaching role, the importance of promoting cooperative work, the approach of real problems and the implementation of a culture of comprehensive evaluation is evaluated. Fourth, there is the teaching challenge from the cultural side, collaborative work and digital competence. Finally, the fifth category is the impact of STEM education, where students get a real, experiential and social education.
Link to repository: http://hdl.handle.net/10757/660831
Discipline: Educación y Gestión del Aprendizaje
Grade or title grantor: Universidad Peruana de Ciencias Aplicadas (UPC). Facultad de Educación
Grade or title: Licenciado en Educación
Register date: 1-Sep-2022
This item is licensed under a Creative Commons License