¿De qué hablamos cuando hablamos de educación STEAM? Una revisión de experiencias educativas
DOI:
https://doi.org/10.12795/revistafuentes.2024.15412Palabras clave:
Revisión sistemática, educación STEAM, educación STEM, enseñanza de las ciencias, enseñanza de las matemáticas, enseñanza de la tecnología, enseñanza de la ingeniería, enseñanza de las artesResumen
Desde el origen del emergente enfoque educativo STEAM hasta la actualidad han surgido diversas perspectivas que conllevan la adopción de distintas vías para implementar una intervención educativa. Este hecho parece estar conduciendo a una peligrosa polisemia que no facilita la labor docente e incluso podría restar potencial a su intención inicial: mostrar los vínculos entre las disciplinas y favorecer el gusto por su aprendizaje. Este estudio persigue dos objetivos: (1) dilucidar la conceptualización que realizan los autores sobre la educación STEAM; y (2) analizar aquellas intervenciones educativas que integran las cinco disciplinas del acrónimo. Para arrojar luz al asunto se ha realizado una revisión sistemática de la literatura publicada durante el periodo 2015-2020 e indexada en Web of Science. Tras aplicar los criterios de inclusión, fueron seleccionados 20 artículos. Los principales resultados apuntan que: (1) la calidad de la fundamentación teórica de los trabajos determina la calidad de la “intervención STEAM” desarrollada; (2) no existe consenso en cuanto a los significados otorgados a la “A” de STEAM; y (3) el modo de integración disciplinar preferente es a partir de un contexto concreto, siendo los de carácter histórico o cultural los más utilizados. Se finaliza apuntando la conveniencia de continuar esta línea de trabajo hasta consensuar un marco teórico para la educación STEAM que dirija el diseño de propuestas educativas, así como la necesidad de evaluar su eficacia en las aulas.
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Publicado
2024-05-15
Cómo citar
Aguilera, D., & Vílchez-González, J. M. (2024). ¿De qué hablamos cuando hablamos de educación STEAM? Una revisión de experiencias educativas. Revista Fuentes, 26(2), 211–224. https://doi.org/10.12795/revistafuentes.2024.15412
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Recibido 2021-02-26
Aceptado 2022-10-21
Publicado 2024-05-15
Aceptado 2022-10-21
Publicado 2024-05-15
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