Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers

Abstract

The paper addresses the lack of interest that Secondary Education students display towards the academic disciplines of Science, Technology, Engineering and Mathematics (STEM). From the pedagogical standpoint, the origin of this problem may lie largely in the way these subjects have predominantly been taught, i.e. using expository strategies. The aim of this paper is twofold: first, to examine the retrospective perception that preservice teachers recall about the methodologies used for teaching STEM disciplines, coupled with analysis of the value these teachers give to a number of innovative activities used to encourage interest among their future students. A second objective was to compare those perceptions with a sample of high school students’ assessment of the actual activities their teachers used in STEM disciplines. Our results revealed the predominance of traditional teaching activities in both teachers and students, although the perception of this is slightly lower among students. Practical and applied activities in laboratories and first-hand knowledge of technoscientific work were perceived as the most interesting activities, although teachers used these less frequently than other activities. Conclusions are aligned with the achievement of a range of varied and innovate learning opportunities seeking a more engaging way of teaching STEM.

ATS-STEM: Global Teaching Methodology to Improve Competences of Secondary Education Students

“…Despite this socio-economic relevance, several studies found a worrying drop in the vocational interest of secondary school students in STEM subjects [6]. A number of aspects have been identified as contributing to this decline in interest.…”

Derrigorrezko Bigarren Hezkuntza etapako irakasleen pertzepzioa STEM hezkuntza-ereduarekiko

“…COMDID errubrika kontuan hartuta, bi galdetegi diseinatu dira, COMDID C eta COMDID A. COM-DID C IKDren ezagutza ebaluatzen duen 88 galderatako galdetegia da, ebaluazio objetiboa izanik (Lázaro Cantabrana et al, 2019). COMDID A, berriz, IKDaren autopertzeptzioa hautematen duen 22 galderatako galdetegia da, irakasleak egoera jakin batzuei aurre egiteko duen gaitasunaren pertzeptzioan oinarrituz (Usart Rodríguez et al, 2020). IKDren ezagutza mailaren ebaluazio objetiboa izatea garrantzitsua izatez gain, irakasleek horrekiko duten pertzeptzioa ezagutzea ere oso interesgarria da, irakasleei beren ikaskuntzaren gainean kontzientzia hartzen laguntzen baitie (Usart Rodríguez et al, 2020).…”

“…Hezkuntza-eredu honek ikaskuntzaren emaitzetan eta ikasleen trebetasunetan eragin positiboa badu ere (Batdi et al, 2019), ikasleek STEM diziplina, ikasketa eta lanpostuekiko erakusten duten interesa baxua da (European Schoolnet, 2018;Hernández-Serrano eta Muñoz-Rodríguez, 2020).…”

“…Aldiz, STEM diziplinak ikasleen eguneroko bizitzara egokitzea, eztabaidak erabiltzea, teknologia berriak erabiltzea eta ikerketa jarduerak egitea hezkuntza esanguratsua, sakona eta eraikitzailea lortzeko modua dela frogatu da (Hernández-Serrano eta Muñoz-Rodríguez, 2020). Baita ikerketa-zentroak bisitatzea eta zientzialariekin biltzea bezalako jarduerak egitea ere.…”

Características bibliométricas de la literatura internacional sobre métodos docentes: una taxonomía multidisciplinar

“…Para la clasificación metodológica existen diversas taxonomías, donde se integran métodos en función de diversos criterios de agrupación, como: el mayor o menor protagonismo del alumnado en los procesos de aprendizaje (Rodríguez-García & Arias-Gago, 2020;Safapour et al, 2019), la etapa educativa a la que se dirigen (Ivanova & Ilyashenko, 2020;Jiménez-Hernández et al, 2020;Mekonnen, 2020;Navaridas, 2004;Njura et al, 2020;Yao & Collins, 2019), el ámbito o disciplina académica que abordan (Hernández-Serrano & Muñoz-Rodríguez, 2020;Mushtaq et al, 2019;Parsak & Saraç, 2020;Sugano & Nabua, 2020) y la ordenación arbitraría de una serie de métodos para utilizarlos como variable dependiente en estudios de tipología empírica (Murphy et al, 2020;Vilaça, 2019;Weir et al, 2019;Zendler, 2019).…”