Steam Methodology, as a Resource for Learning in Higher Education

Aguirre, Patricio; Vaca, Valeria Cadena; Poveda, Ramiro Santos; Moyano, Edgar Jaramillo

doi:10.21125/inted.2020.1931

Cited by 7 publications

(4 citation statements)

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“…In this respect [98], it has been highlighted that active methodologies combined with technology can increase the commitment and qualification of students in the learning process, but that the effectiveness of technology also depends on planning, group characteristics, and teacher mediation. Although they do not appear among our detected trends, the literature does point out and in Ibero-America there are innovations centered on the use of robotics [99] among others, as a didactic tool or methodology for the development of computational thinking and STEAM experiences have been implemented as an innovative methodology [100,101], and will continue to be a trend with the OECD's effort to increase the number of girls in STEM careers in Latin America and the Caribbean (NiñaSTEM program). As detected in the focus groups regarding inclusive education, this is the main formative challenge of our time [102].…”

Section: Discussionmentioning

confidence: 79%

Transformation of Higher Education: Discussion of the Dimensions, Trends and Scenarios of Change in Ibero-America

Fernández Cruz,

Fernández García Valdecasas,

Muñoz López

et al. 2024

Education Sciences

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World conferences on higher education have reported the effect of social changes on university systems. Particularly, changes that induce a transformation in the academic profession. Here, we study the paradigm shift of the profession in its dimensions, trends, and future scenarios. We conduct this study in two phases: first, we applied an inventory on the perception of university teaching to a sample of 2312 professors in the region; after that, we conducted a focus group for each of the ten dimensions in which we noticed indicators of change. With the quantitative data, we performed an ANOVA to identify three clusters of professionalization with dimensions open to change and related to each other: (1) Planning, Teaching Development, and Communicative Capacity; (2) Communication, Evaluation, and Self-evaluation; (3) Professional Self-evaluation, Teaching Innovation and Improvement and Individual Learning Support. With the focus groups we have identified the need to incorporate pedagogical models of inclusive education and teaching based on technological advances as the main drivers of change. We concluded with the proposal of four possible scenarios of future professionalism: (1) entrenched professionalism; (2) semi-professionalism; (3) fragmented professionalism; or (4) balanced professionalism.

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Section: Discussionmentioning

confidence: 79%

Transformation of Higher Education: Discussion of the Dimensions, Trends and Scenarios of Change in Ibero-America

Fernández Cruz,

Fernández García Valdecasas,

Muñoz López

et al. 2024

Education Sciences

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“…El currículo por competencias también parece prometedor en promover la participación activa y el compromiso de los estudiantes, con un 27.5% de los docentes totalmente de acuerdo y un 22.5% de acuerdo. Este enfoque, que promueve la autonomía y el aprendizaje activo, es crucial para involucrar a los estudiantes de manera más significativa (Santillán Aguirre et al, 2020). No obstante, las preocupaciones expresadas por el 22.5% de docentes neutrales y el 27.5% en desacuerdo indican que la implementación práctica debe mejorarse para maximizar estos beneficios.…”

Section: Resultados Y Discusiónunclassified

Efectividad Y Limitaciones De La Implementación De Un Currículo Por Competencias En El Sistema Educativo Ecuatoriano

Bauz Ruano,

Quisilema Cachago,

Guanga Inca

et al. 2024

Ciencia Latina

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El estudio analizó la efectividad y limitaciones del currículo por competencias en el sistema educativo ecuatoriano. Utilizó una metodología sociocrítica y cuantitativa, encuestando a 40 docentes del sistema educativo fiscal. Los resultados mostraron una aceptación general positiva del currículo, percibido como un medio para mejorar la calidad educativa y desarrollar habilidades relevantes en los estudiantes. Sin embargo, se identificó una falta de capacitación adecuada entre los docentes y desafíos significativos en la implementación práctica, incluyendo problemas logísticos y resistencia al cambio. Las conclusiones destacan la necesidad de formación continua para los educadores y la importancia de adaptar el currículo para que responda a las necesidades específicas del contexto ecuatoriano. La flexibilidad y la retroalimentación continua son esenciales para optimizar su efectividad y asegurar su éxito en el sistema educativo

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“…The growing importance given to the development of STEAM abilities to address current and future challenges [4,8] has led to concerns about educational environments, and with it, the relevance of having teachers with the necessary knowledge and skills to design and implement STEAM learning sequences [36] that address contextual and significant issues [7] from early childhood [37]. In this line, UNESCO affirms that "the quality of teaching and specialisation in STEM disciplines are essential for quality education in this area" [27] (p. 12).…”

Section: Previous Studies On Teachers' Perceptions About Integrated S...mentioning

confidence: 99%

Exploring the Impact of Integrated STEAM Education in Early Childhood and Primary Education Teachers

Silva-Hormazábal,

Alsina

2023

Education Sciences

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In recent years, Integrated STEAM education has been positioned as an appropriate educational approach to face the challenges of today’s society. Nevertheless, to implement this approach in the classroom requires trained and productively teachers. From this perspective, the objective of this article, is to analyse the impact of integrated STEAM education on teachers through their perceptions in a group of 31 in-service Chilean teachers teaching both in early childhood and primary education, with the aim to obtain a diagnosis for the future design of training processes in STEAM. To obtain data, the adaptation of an instrument that evaluates teachers’ perceptions of integrated STEM education has been validated. Specifically, three dimensions of this instrument have been analysed: familiarity, attitudes, and confidence of teachers about this educational approach. The results show that: (1) Familiarity: only 6% of the participants consider themselves very familiar with the approach; (2) Attitude: 97% of the participants declare themselves to be very willing or moderately willing to learn more about STEAM; (3) Confidence: the data shows, in general, a moderate level of confidence to implement this approach. In relation to the impact of STEAM integrated education in the Chilean teacher’s perceptions, it can be noted that despite the familiarity of the participants is very low, the scenario seems encouraging, because they show a very positive attitude towards this approach, together with a moderate confidence to implement it. Even though these early findings are encouraging, they also show that the teacher’s formation is fundamental, because its impact in the teachers, reverberates directly in a positive impact on the students. Consequently, it is necessary to promote the professional development of teachers in STEAM through training programs that improve knowledge about the approach and deliver the necessary tools to implement it in the classroom.

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Steam Methodology, as a Resource for Learning in Higher Education

Cited by 7 publications

References 0 publications

Transformation of Higher Education: Discussion of the Dimensions, Trends and Scenarios of Change in Ibero-America

Transformation of Higher Education: Discussion of the Dimensions, Trends and Scenarios of Change in Ibero-America

Efectividad Y Limitaciones De La Implementación De Un Currículo Por Competencias En El Sistema Educativo Ecuatoriano

Exploring the Impact of Integrated STEAM Education in Early Childhood and Primary Education Teachers

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