An inquiry-based integrative STEM education approach was implemented in two fourth
grade Elementary Education classes, in Spain, through a module on simple machines.
The viability of this science education model in the official Spanish curriculum and its
influence on students’ attitudes towards science and learning of STEM subjects has
been studied through an adapted Test of Science Related Attitude scale, achievement
tests, and teachers’ interviews. Students participating in the integrative STEM project
reported significantly more favourable attitudes toward science than students from
traditional classrooms. Although attitude scale and achievement test results seem to
show that an integrative STEM education may be feasible in 4th grade of the Spanish
elementary education, interviews revealed reluctance among teachers to use
integrative STEM education and more directive instructions on implementing such an
educational model are demanded. Implications for science education and future
studies are discussed.
