STEAM en educación infantil: impacto de la investigación en la escuela
DOI:
https://doi.org/10.48489/quadrante.43675Palavras-chave:
Enfoque STEAM, competencia STEAM, secuencia de tareas, Educación InfantilResumo
La competencia STEAM se ha ido incorporando en lo currículos de educación infantil para promover el interés por la Ciencia, Tecnología, Ingeniería, Arte y Matemática de manera integrada. Desde esta perspectiva, nuestro objetivo es analizar una secuencia de tareas implementada a 19 niños de 5 años para analizar cómo se articulan las distintas áreas y cómo se desarrolla la competencia STEAM. Por un lado, a partir de una metodología descriptiva de casos múltiples, se ha identificado la integración de todas las áreas, con mayor presencia de la Ciencia y la Matemática; por otro lado, a través de la rúbrica R-STEAM, se ha identificado que la secuencia ha impulsado principalmente el desarrollo de indicadores de la competencia STEAM sobre Arte, Ingeniería, interdisciplinaridad y comunicación, mientras que la Ciencia y la Matemática requieren mayor acompañamiento. Se concluye que, desde las primeras edades, es fundamental diseñar e implementar secuencias articuladas de tareas teniendo en cuenta las aportaciones contemporáneas de la investigación sobre STEAM en educación infantil.
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