RT info:eu-repo/semantics/article
T1 Towards a Socio-Constructivist Didactic Model for Integrated STEM Education
A1 Toma, Radu Bogdan
A1 Yánez Pérez, Iraya
A1 Meneses Villagrá, Jesús Ángel
K1 Integrative STEM
K1 Scientific inquiry
K1 Engineering design
K1 Socio-constructivism
K1 Planificación educativa
K1 Educational planning
K1 Enseñanza
K1 Teaching
K1 Educación
K1 Education
AB As science education shifts toward integrated STEM (Science, Technology, Engineering, and Mathematics) approaches, guidelines for designing teaching and learning episodes that integrate curricular content and procedures from multiple disciplines become increasingly in demand. The existing plethora of conceptualizations of STEM makes difficult such an endeavor, leading to ill-defined lesson plans focused on only two –mainly science and technology or science and mathematics– out of the four STEM disciplines. The question addressed, therefore, is how the integrated STEM approach could be translated into classroom practices that integrate the four STEM disciplines in a way that is consistent and coherent with elementary education curricula. This manuscript advances a theoretically informed didactic model for the design and implementation of integrated STEM in elementary education. The article discusses how the model uses socio-constructivist principles to establish intentional and explicit connections between STEM disciplines via scientific inquiry, engineering design, and computational thinking practices. The model is rooted in learning theories developed by Piaget, Vygotsky, Ausubel, and Bruner and could serve as a roadmap for educators and researchers designing integrated STEM lessons. Future empirical research testing the model is warranted.
PB Springer
SN 0826-4805
YR 2024
FD 2024-02
LK http://hdl.handle.net/10259/10372
UL http://hdl.handle.net/10259/10372
LA eng
NO This study was supported by the Spanish State Investigation Agency (Agencia Estatal de Investigación de España) under the research grant: PID2020-117348RB-I00 - 10.13039/501100011033.
DS Repositorio Institucional de la Universidad de Burgos
RD 01-abr-2025