Educación STEM en la infancia: percepciones del profesorado

Autores

  • M. Teresa Fuertes Camacho Universitat Internacional de Catalunya
  • Mónica Fernández Morilla Universitat Internacional de Catalunya

DOI:

https://doi.org/10.37467/revtechno.v13.4789

Palavras-chave:

Educación STEM, Educación Infantil, Talleres de cocina, Formación docente, Habilidades STEM, Laboratorio de cocina, Competencias

Resumo

Las habilidades promovidas por la educación STEM forman parte de la alfabetización básica y algunos países están empezando a reconocer su importancia en las políticas educativas, en la etapa de 3 a 6 años, para favorecer el desarrollo de competencias científicas y pensamiento crítico. En esta investigación exploratoria se pregunta a profesorado de educación infantil cuestiones relativas al significado, las habilidades, el tipo de actividades, las necesidades, los obstáculos, y los retos a los que se enfrentan para integrarla en las aulas de educación infantil, y las posibilidades que ofrecen los talleres de cocina como laboratorio para la educación STEM.

Referências

Akerson V.L., Burgess A., Gerber A. & Guo M. (2018).Disentangling the meaning of STEM: Implications for Science Education and Science Teacher Education. Journal of Science Teacher Education, 29(1), 1-8 https://doi.org/10.1080/1046560X.2018.1435063

Barragán Moreno, S., & Guzmán Rincón, A. (2022). Conceptual Model for Assessment in STEM Subjects in Higher Education. TECHNO REVIEW. International Technology, Science and Society Review /Revista Internacional De Tecnología, Ciencia Y Sociedad, 11(1), 41–55. https://doi.org/10.37467/gkarevtechno.v11.3085

Brandwein, P. F. (1995). Science talent in the young expressed within ecologies of achievement (RBDM 9510).

Bybee R.W. (2010).What is STEM Education? Science, 329(5995), 996. https:// doi.10.1126/science.1194998

Bryman, A. (2006). Integrating quantitative and qualitative research: how is it done? Qualitative research, 6(1), 97–113. https://doi. 10.1177/1468794106058877

Caprile, M, Palmen, R, Sanz, P & Dente, G (2015). Encouraging STEM studies: labour market situation and comparison of practices targeted at young people in different Member States, European Union, Brussels, http://hdl.voced.edu.au/10707/371460

Cohen, L., Manion, L. & Morrison, K. (2011). Research Methods in Education. London:NewYork: Routledge.

Collins, D. (2006). Globalization, Interconnectedness, and Wal-Mart the Bully - The World Is Flat: A Brief History of the Twenty-First CenturyL. Friedman Thomas New York: Farrar, Straus, and Giroux, 2005; 488 pages, $27.30 hardcover, ISBN 0-374-29288-4. Business Ethics Quarterly, 16(2), 289-304. https://doi.org/10.5840/beq200616213

Council of the European Union (2019). Council Recommendation of 22 May 2019 on High-Quality Early Childhood Education and Care Systems – Official Journal of the European Union 2019/C 189/02.

Creswell, J. W. (2015). A Concise Introduction to Mixed Methods Research. SAGE Publications. Kindle Edition.

DigitaleS, Asociación Española para la Digitalización. (24 de setembre de 2019). El desafío de las vocaciones STEM.https://www.digitales.es/wp-content/uploads/2019/09/Informe-EL-DESAFIO-DE-LAS-VOCACIONES-STEM-DIGITAL-AF-1.pdf

Freeman, B., Marginson, S., Tytler, R. (2019). An International View of STEM Education. 10.1163/9789004405400_019.

Heckman, J. J. (2011, Spring). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31–35.

Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour economics, 19(4), 451-464. https://doi.org/10.1016/j.labeco.2012.05.014

Hennink, M. (2007). International Focus Group Research: A Handbook for the Health and Social Sciences. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511619458

Keeley, P. (2009). Elementary science education in the K-12 System. NSTA WebNews Digest. Retrieved on July 30, 2015 from http://www.nsta.org/publications/news/story.aspx?id=55954

Kelley, T.R., Knowles, J.G. (2016). A conceptual framework for integrated STEM education. IJ STEM Ed 3, 11. https://doi.org/10.1186/s40594-016-0046-z

Marginson, S., Tytler, R., Freeman, R. and Roberts, K. (2013). STEM: country comparisons: international comparisons of science, technology, engineering and mathematics (STEM) education. Final report., Australian Council of Learned Academies, Melbourne, Victoria.

Martínez-Borreguero, G., Cámara Acedo, F. J., Mateos Núñez, M., & Naranjo Correa, F. L. (2022). Cognitive and affective implications of a STEM practice on optics in secondary education. TECHNO REVIEW. International Technology, Science and Society Review /Revista Internacional De Tecnología, Ciencia Y Sociedad, 11(2). https://doi.org/10.37467/gkarevtechno.v11.3207

Martín-Páez, T., Aguilera, D., Perales-Palacions, F.J. & Vilchez-González, J.M. (2019). What are we talking about whenwe talk about STEM education? A review of literature. Science Education, 1-24. https://doi.org/10.1002/sce.21522

McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New York: The Joan Ganz Cooney Center at Sesame Workshop

Ministerio de Educación, Cultura y Deporte- MECC (2013). Informe 2013: Objetivos educativos europeos y españoles. Educación y Formación 2020. Secretaría de Estado de Educación, Formación Profesional y Universidades. (https://fe.ccoo.es/33cbb958b0d74f28ed5696416d16ce19000063.pdf)

Piaget, J. & Inhelder, B. (2000). The psychology of childhood (H. Weaver, Trans.). (Original work published 1928). New York, NY: Basic Books.

Pratt, H. (2007). Science education’s “overlooked ingredient”: Why the path to global competitiveness begins in elementary school. Retrieved on January 20, 2020 from http://science.nsta.org/nstaexpress/nstaexpress_2007_10_29_pratt.htm

Ruhf, R.J., Williams, C.T., Zelinsky, M. et al. (2022). Barriers to collecting student participation and completion data for a national STEM education grant program in the United States: a multiple case study. IJ STEM Ed 9, 30. https://doi.org/10.1186/s40594-022-00348-w

Sackes, M., Trundle, K.C., Bell, R. L. (2011). Young Children‘s Computer Skills Development from Kindergarten to Third Grade. Computers & Education, 57(2): p1698-1704.

Sanders, M. (2009). STEM, STEM Education, STEMmania. The Technology Teacher, 68(4), 20-26.

Schroeder, E. L. & Heather L. Kirkorian (2016). When Seeing Is Better than Doing: Preschoolers’ Transfer of STEM Skills Using Touchscreen Games. Frontiers in Psychology, 7(), –. doi:10.3389/fpsyg.2016.01377 When Seeing Is Better than Doing: Preschoolers’ Transfer of STEM Skills Using Touchscreen Games. Front. Psychol. 7:1377. https//doi:10.3389/fpsyg.2016.01377

Scott, D. & Usher, R. (2011). Researching education: Data, methods and theory in educational enquiry. London: New York: Continuum.

Shultz, M., Nissen, J., Close, E. et al. (2022). The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions. IJ STEM Ed 9, 32. https://doi.org/10.1186/s40594-022-00349-9

Starr, L., Yngve, K. & Jin, L. (2022). Intercultural competence outcomes of a STEM living–learning community. IJ STEM Ed 9, 31. https://doi.org/10.1186/s40594-022-00347-x

Surma B., Rosati N., Menon S., Fuertes M.T., Farren M., Maguire F.(2019). “Kitchen Lab for Kids”: A Programme for Shaping STEM Skills in Preschool,“Edukacja Elementarna w Teorii i Praktyce,” vol. 14, no. 4(54), pp. 61-70. https://doi:10.35765/eetp.2019.1454.05

Downloads

Publicado

2023-02-27

Como Citar

Fuertes Camacho, M. T., & Fernández Morilla, M. . (2023). Educación STEM en la infancia: percepciones del profesorado. TECHNO REVIEW. International Technology, Science and Society Review Revista Internacional De Tecnología, Ciencia Y Sociedad, 13(2), 1–14. https://doi.org/10.37467/revtechno.v13.4789

Edição

v. 13 n. 2 (2023): Monografía: "Inovações educacionais eficazes"

Seção

Artigos de pesquisa (monográfico)

Licença

Os autores/as que publicam nesta revista concordam com os seguintes termos:

  1. Os autores/as terão os direitos morais do trabalho e cederão para a revista os direitos comerciais.
  2. Um ano após a sua publicação, a versão do editor estará em acesso aberto no site da editora, mas a revista manterá o copyright da obra.
  3. No caso dos autores desejarem asignar uma licença aberta Creative Commons (CC), poderão a solicitar escrevendo a publishing@eagora.org