2026-06-17T21:33:46Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/101132025-02-01T01:05:48Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146
Toma, Radu Bogdan
Greca Dufranc, Ileana María
2025-01-31T08:33:02Z
2025-01-31T08:33:02Z
2018-04
1305-8215
http://hdl.handle.net/10259/10113
10.29333/ejmste/83676
1305-8223
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.
application/pdf
eng
Modestum
EURASIA Journal of Mathematics, Science and Technology Education. 2018, V. 14, n. 4, p. 1383-1395
https://doi.org/10.29333/ejmste/83676
Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
Integrative STEM
Attitudes toward science
Inquiry-based science education
TOSRA
Educación
Planificación educativa
Education
Educational planning
The Effect of Integrative STEM Instruction on Elementary Students’ Attitudes toward Science
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
EURASIA Journal of Mathematics, Science and Technology Education
14
4
1383
1395