RT info:eu-repo/semantics/article
T1 A Theoretical Framework for Integrated STEM Education
A1 Ortiz Revilla, Jairo
A1 Greca Dufranc, Ileana María
A1 Arriassecq, Irene
K1 Theoretical framework
K1 Philosophy of science
K1 Humanist science education
K1 Competency
K1 Integrated STEM education
K1 Interdisciplinary
K1 Enseñanza
K1 Teaching
K1 Ciencias naturales
K1 Natural history
K1 Tecnología
K1 Technology
AB 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.
PB Springer Nature
SN 0926-7220
YR 2021
FD 2021-08
LK http://hdl.handle.net/10259/9062
UL http://hdl.handle.net/10259/9062
LA eng
NO 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.
DS Repositorio Institucional de la Universidad de Burgos
RD 19-may-2024