2026-08-19T18:40:28Zhttps://riubu.ubu.es/oai/request

oai: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. eng http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Atribución 4.0 Internacional Integrative STEM Attitudes toward science Inquiry-based science education TOSRA The Effect of Integrative STEM Instruction on Elementary Students’ Attitudes toward Science info:eu-repo/semantics/article