Identificando prácticas de integración disciplinar en áreas STEM en contextos multigrado
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
Este estudio busca identificar las prácticas de integración de aprendizajes en áreas STEM utilizadas por profesores multigrado, sus percepciones sobre la integración de las asignaturas STEM y su implementación en estos contextos. Se realizó un estudio exploratorio con enfoque cuantitativo de alcance descriptivo en el que participaron 33 profesores multigrado de dos regiones de Chile. Se elaboró un cuestionario cerrado respondido por los docentes a través de una plataforma online. Los resultados sugieren el desarrollo de prácticas de integración que van desde la promoción de aprendizajes fragmentados a la construcción de saberes interdisciplinarios. También se evidencia la implementación de estrategias de enseñanza que tienden a la homogeneidad, y percepciones positivas hacia la integración de asignaturas STEM. Se concluye la necesidad de generar programas y materiales de apoyo orientados a la promoción de aprendizajes profundos y equilibrados de las áreas STEM que atiendan a la heterogeneidad presente en estas aulas.
This study seeks to identify the practices of integration of learning in STEM areas used by multigrade teachers, their perceptions about the integration of STEM subjects and their implementation in these contexts. An exploratory study with a quantitative approach of descriptive scope was conducted with the participation of 33 multigrade teachers from two regions of Chile. A closed questionnaire was elaborated and answered by the teachers through an online platform. The results suggest the development of integration practices ranging from the promotion of fragmented learning to the construction of interdisciplinary knowledge. There is also evidence of the implementation of teaching strategies that tend towards homogeneity, and positive perceptions towards the integration of STEM subjects. It is concluded that there is a need to generate support programs and materials aimed at promoting deep and balanced learning in STEM areas that address the heterogeneity present in these classrooms.
This study seeks to identify the practices of integration of learning in STEM areas used by multigrade teachers, their perceptions about the integration of STEM subjects and their implementation in these contexts. An exploratory study with a quantitative approach of descriptive scope was conducted with the participation of 33 multigrade teachers from two regions of Chile. A closed questionnaire was elaborated and answered by the teachers through an online platform. The results suggest the development of integration practices ranging from the promotion of fragmented learning to the construction of interdisciplinary knowledge. There is also evidence of the implementation of teaching strategies that tend towards homogeneity, and positive perceptions towards the integration of STEM subjects. It is concluded that there is a need to generate support programs and materials aimed at promoting deep and balanced learning in STEM areas that address the heterogeneity present in these classrooms.
Description
Vol. 8, No. 33
Keywords
Educación multigrado, Educación STEM, Enfoque interdisciplinar, Estrategias educativas, Plan de estudios integrado, Multigrade education, STEM education, Interdisciplinary approach, Educational strategies, Integrated curriculum, Educação multietária, educação STEM, abordagem interdisciplinar, estratégias educacionais, currículo integrado