2026-04-28T20:59:14Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/90622024-04-27T00:05:22Zcom_10259_8878com_10259_5086com_10259_2604com_10259_4145col_10259_9063col_10259_4146

Ortiz Revilla, Jairo 663 600 0000-0002-9138-0832 Greca Dufranc, Ileana María 265 600 0000-0003-3674-7985 Arriassecq, Irene 2080d180-3156-4071-98ae-c9995ac0c052 600 2024-04-26T11:19:03Z 2024-04-26T11:19:03Z 2021-08 0926-7220 http://hdl.handle.net/10259/9062 10.1007/s11191-021-00242-x 1573-1901 For several decades there has been a broad consensus on the need to promote scientific literacy and, ultimately, to promote the full development of student competency from an early age. However, many of the results recorded in the educational field are not very encouraging. Although interdisciplinarity has a more extensive trajectory, the continuous questioning of traditional teaching methods, due to their inefficiency, has given rise to the emergence of educational approaches that integrate the teaching of diverse scientific disciplines in a more contextualized, coherent, and comprehensive manner. The body of empirical research on the application of these approaches has grown, while leaving behind some essential theoretical questions. In the present work, a theoretical framework is proposed for integrated science, technology, engineering, and math (STEM) education, a current teaching approach with the important momentum. Based on the epistemological stance of Larry Laudan, three levels of scientific commitment are adopted: with theories, methods, and aims. Regarding the theoretical commitment, three axes of support are established for this framework: epistemological, psychological, and didactical. This mechanism allows us to construct a consistent model that may contribute to developing coherent integrated STEM education. In addition, an example of a real application of this theoretical framework is provided in the design, implementation, and evaluation of a STEM didactic unit in the primary education stage, demonstrating its coherence and viability. This study was partially funded by the European Union through project 2017-1- 25 ES01-KA201-038204, by the Ministry of Economy, Industry and Competitiveness of Spain through 26 project EDU2017-89405-R and by the Junta de Castilla y León through project BU096G18. application/pdf eng Springer Nature Science & Education. 2021, V. 31, n. 2, p. 383-404 https://doi.org/10.1007/s11191-021-00242-x Theoretical framework Philosophy of science Humanist science education Competency Integrated STEM education Interdisciplinary Enseñanza Ciencias naturales Tecnología Teaching Natural history Technology A Theoretical Framework for Integrated STEM Education info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion info:eu-repo/semantics/openAccess Science & Education 31 2 383 404 THUMBNAIL Ortiz-se_2021.pdf.jpg Ortiz-se_2021.pdf.jpg IM Thumbnail image/jpeg 3406 https://riubu.ubu.es/bitstream/10259/9062/4/Ortiz-se_2021.pdf.jpg 683897d4a6af17f5060b1e5f0bddd213 MD5 4 ORIGINAL Ortiz-se_2021.pdf Ortiz-se_2021.pdf application/pdf 2088897 https://riubu.ubu.es/bitstream/10259/9062/3/Ortiz-se_2021.pdf 48a9bd73eb4a1e44c98c7dd9c9b2bc09 MD5 3 LICENSE license.txt license.txt text/plain; charset=utf-8 1362 https://riubu.ubu.es/bitstream/10259/9062/2/license.txt 5d013bfa6e473ff0db22cd82a4d71a70 MD5 2 10259/9062 oai:riubu.ubu.es:10259/9062 2024-04-27 02:05:22.112 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es RWwgYXV0b3IgY29tbyDDum5pY28gdGl0dWxhciBkZSBsb3MgZGVyZWNob3MgZGUgcHJvcGllZGFkIGludGVsZWN0dWFsIGRlIGxhIG9icmEsIG8gZGlzcG9uaWVuZG8gZGUgbG9zIGRlYmlkb3MgcGVybWlzb3MgZGUgbG9zIG90cm9zIHRpdHVsYXJlcywgc2kgbG9zIGh1YmllcmEsIHkgZW4gdmlydHVkIGRlIGxvcyBkZXJlY2hvcyBxdWUgbGUgY29uZmllcmUgbGEgbGVnaXNsYWNpw7NuIHZpZ2VudGUgc29icmUgcHJvcGllZGFkIGludGVsZWN0dWFsIHkgZGVyZWNob3MgZGUgYXV0b3IsIApBVVRPUklaQSBhIGxhIFVuaXZlcnNpZGFkIGRlIEJ1cmdvcyBhIGRpZnVuZGlyLCBkZSBtYW5lcmEgZ3JhdHVpdGEsIGVsIGNvbnRlbmlkbyBkZSBsb3MgYXJjaGl2b3MgZGlnaXRhbGVzIHF1ZSBjb3JyZXNwb25kZW4gYWwgZG9jdW1lbnRvIGRlc2NyaXRvIGFudGVyaW9ybWVudGUsIGNvbiBjYXLDoWN0ZXIgbm8gZXhjbHVzaXZvIHkgZGUgbWFuZXJhIHDDumJsaWNhIGVuIGFjY2VzbyBhYmllcnRvIGEgdHJhdsOpcyBkZSBJbnRlcm5ldCwgcGFyYSBsbyBxdWUgbGEgQmlibGlvdGVjYSBwcm9jZWRlcsOhIGEgYXJjaGl2YXJsb3MgZW4gZWwgUmVwb3NpdG9yaW8gSW5zdGl0dWNpb25hbC4gQXNpbWlzbW8gYXV0b3JpemEgYSBsYSBVbml2ZXJzaWRhZCBkZSBCdXJnb3MgYSByZWFsaXphciBsYXMgdHJhbnNmb3JtYWNpb25lcyBuZWNlc2FyaWFzIGRlIGZvcm1hdG8sIG5vIGRlIGNvbnRlbmlkbywgcGFyYSBnYXJhbnRpemFyIGxhIHByZXNlcnZhY2nDs24geSBlbCBhY2Nlc28gZW4gZWwgZnV0dXJvLgoKRWwgYXV0b3IgZGlzcG9uZSwgZW4gdG9kbyBjYXNvLCBkZWwgZGVyZWNobyBhIHJldm9jYXIgZXN0YSBhdXRvcml6YWNpw7NuLgoKTGEgY2VzacOzbiBkZSBkZXJlY2hvcyBkZSBlc3RhIG9icmEgc2UgZW5jdWVudHJhIHN1amV0YSBhIGxhIGxlZ2lzbGFjacOzbiB2aWdlbnRlIHNvYnJlIHByb3BpZWRhZCBpbnRlbGVjdHVhbCB5IGRlcmVjaG9zIGRlIGF1dG9yLiBTdSBkaWZ1c2nDs24gZW4gZWwgUmVwb3NpdG9yaW8gc2Vyw6EgYmFqbyBsYSBtb2RhbGlkYWQgZGUgbGljZW5jaWEgQ3JlYXRpdmUgQ29tbW9ucyBvIGVxdWl2YWxlbnRlOiByZWNvbm9jaW1pZW50byDigJMgdXNvIG5vIGNvbWVyY2lhbCDigJMgc2luIG9icmEgZGVyaXZhZGEsIHBvciBsYSBxdWUgc2UgcGVybWl0ZSBoYWNlciBjb3BpYSwgZGlzdHJpYnVpciB5IGNvbXVuaWNhciBww7pibGljYW1lbnRlIGxhIG9icmEgc2llbXByZSBxdWUgc2UgY2l0ZSBhbCBhdXRvciwgZWwgdXNvIHF1ZSBzZSBoYWdhIGRlIGVsbGEgc2VhIG5vIGNvbWVyY2lhbCB5IG5vIHNlIGNyZWVuIG9icmFzIGRlcml2YWRhcyBhIHBhcnRpciBkZSBsYSBvcmlnaW5hbC4K