A Theoretical-Practical Case Study on the Graded Multidisciplinary Model

Abstract

A model of educational processes called multidisciplinary gradual is presented, whose objective is to guide the teacher in the teaching-learning of STEAM educational activities using as a use case the topic of basic logic gates, which associates mathematical, algebraic, electronic, and logical knowledge, presenting the theory and strengthening it in practice. The topic of logic gates is not directly related to the middle-higher level educational plan; however, it is possible to apply and deepen it by relating the basic mathematical operations. The work describes the three stages that make up the model, achieving that students approach a problem or topic from different contexts, each discipline contributes its own knowledge and qualities, but not necessarily integrated in the common understanding of the problem, so that they develop the foundations to solve interdisciplinary and/or transdisciplinary problems. At the end, the results obtained by using this model with data from a control group and an intervention group are demonstrated with statistical analysis.

The Graded Multidisciplinary Model: Fostering Instructional Design for Activity Development in STEM/STEAM Education

“…For this reason, this research was carried out in two parts. First, the construction of the activity, which consists in following the triple process of the GMM that starts with a hypothetical learning path (imaginary design or plan that describes the progress and learning process that the individual could follow in a certain subject or area of knowledge [1,6]), analyzes and adapts the available technological infrastructure (the Minecraft Education software and an IntelNUC) and concentrates the information in an educational planning (it consists in designing and structuring the curricula, contents, methodologies, resources and evaluations to achieve the educational objectives effectively). And second, the evaluation stage, which involves collecting data from secondary school students by observing the learning process and the students' performance while they participate in the activity.…”

“…First of all, an adaptation of the hypothetical learning trajectories proposed in [1,6] has been carried out, since in these has already been carried out a disciplinary analysis on the subject applied to high school students, it only remains to adapt the presentation for secondary school students, remaining as follows: 1) Science, logical propositions are introduced through philosophical and logical approaches; 2) Technology, a map created in Minecraft Education helps in the exploration and construction of structures with similar function to the main firebrand; 3) Engineering, works intermediateadvanced topics through truth tables, algorithms and real applications; 4) Art, a way to develop creative skills is with the topic of schematic diagrams, allowing students to apply decision-making in the design of electronic circuits; 5) Mathematics, starting with concepts of addition and multiplication and moving to their representation in the context of Boolean algebra. The distribution of content is shown in figure 1, with the main theme at the center and branched into different disciplines to facilitate the implementation of STEAM activities.…”

“…There are a number of benefits that STEAM education offers, which are described below: Focus on problem solving, this is promoted through hands-on projects and activities designed to address authentic challenges, which helps students develop critical skills and find innovative and creative solutions; Inclusion of the arts and humanities, their importance in the holistic education of students has begun to be recognized, as greater interaction between STEAM disciplines has been promoted to foster a broad and balanced understanding of the world [2,4]; Increased use of technology, STEAM education incorporates digital tools and resources in the teachinglearning process, as it enhances experimentation, simulation and collaboration, as well as facilitates access to up-to-date information and data [5,6]; and focus on gender equality, with the development of specific programs that promote gender equality in the participation of girls and women in the various areas of STEAM [7,8].…”

“…In addition, STEAM education is important at all levels of education [6], especially at the secondary level, where the focus is on preparing students to work in technical fields and develop innovative solutions, as it is essential that they acquire these skills in a society increasingly driven by technology and innovation. Developing critical thinking, problem solving, and creativity is also important because it enables them to analyze complex situations and develop new ways of approaching problems or projects.…”

“…Beyond the benefits and importance of STEAM education, it faces several challenges, such as the high cost of materials, the digital literacy of teachers and the technological infrastructure in educational institutions [1,6,12,13], as well as the lack of guidelines or standards that allow for the development and implementation of these types of activities in a satisfactory manner depending on the educational level. For example, at the secondary level [9,10,14], they mention that one of the main difficulties teachers face when teaching STEAM activities is time management and the pressure to follow the curriculum.…”