STEM+H experiences in officials’ schools in Medellín: factors that prevail in its implementation
Keywords:
Educación STEM, experiencias STEM H, integración curricular.Abstract
Medellín: territorio STEM+H arises as an educational proposal for the public schools of Medellín, Colombia, which seeks to improve STEM practices in the city through an alliance between university, company, state, which together with administrators and teachers promote the development of curricular integration of STEM disciplines. Under the qualitative method, this article analyzes 201 interviews applied to teachers and directors of 72 public schools in the city of Medellín to identify the state of the development of STEM + H experiences through the technique of content analysis frequency. The results suggest that there is great interest on the part of teachers in the implementation of these experiences. There is evidence of a great contribution from institutions such as Parque Explora and MOVA in the elaboration of extracurricular projects and the media técnica programs offered by SENA. However, the curricular integration of experiences in schools requires greater leadership by administrators, while experiences require improvements in relation to moments of immersion and teacher training that evidences the approaches of an education with a focus. STEM + H.
Downloads
Download data is not yet available.
References
Araya, R. A. (2016). STEM y Modelamiento matemático. Cuadernos de Investigación y Formación en Educación Matemática, (15), 291-317. Obtenido en: https://revistas.ucr.ac.cr/index.php/cifem/article/view/23838/24006
Arizona STEM network (2017). The STEM Immersion Guide: A collaboration of the Arizona STEM Network led by Science Foundation Arizona and Maricopa County Education Service Agency. Obtenido en: http://stemguide.sfaz.org/
Bardin, L. (2002). Análisis de contenido. Madrid: Ediciones Akal.
Baran, E., Bilici, S. C., Mesutoglu, C., y Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19. Obtenido de: https://www.ijemst.net/index.php/ijemst/article/view/74
Beach, A. L., Henderson, C., & Finkelstein, N. (2012). Facilitating change in undergraduate STEM education. Change: The Magazine of Higher Learning, 44(6), 52-59. DOI: https://doi.org/10.1080/00091383.2012.728955
Bosch, H. E., Di Blasi, M. A., Pelem, M. E., Bergero, M. S., Carvajal, L., y Geromini, N. S. (2011). Nuevo paradigma pedagógico para enseñanza de ciencias y matemática. Avances en ciencias e ingeniería, 2(3), 131-140. Obtenido en: https://dialnet.unirioja.es/servlet/articulo?codigo=3752199
Byhee, B. (2010). Advancing STEM education: A 2020 vision. Technology and engineering teacher, 70(1), 30-35.
Cano, L. M. y Ángel-Uribe, I. C. (2020). Medellín Territorio STEM + H. Un diagnóstico de la Secretaría de Educación de Medellín sobre el desarrollo del enfoque en las instituciones educativas de la ciudad. Medellín: Editorial Universidad Pontificia Bolivariana.
Castiblanco, P. J., y Lozano, R. (2016). El modelo STEM como práctica innovadora en el proceso de aprendizaje de las matemáticas en las escuelas unitarias de la IED Instituto Técnico Agrícola de Pacho, Cundinamarca. Tesis de maestría. Universidad tecnológica de Bolívar. Obtenido en: https://repositorio.utb.edu.co/bitstream/handle/20.500.12585/2677/0069835.pdf?sequence=1
Chang, D. F., y Chang H. C. (2020). Patterns of gender parity in the humanities and STEM programs: the trajectory under the expanded higher education system. Studies in Higher Education, 45(6), 1108-1120. DOI: https://doi.org/10.1080/03075079.2018.1550479
Chidella. K., Gampa, S. y Almohaimeed, A. (September, 2019). American Society for Engineering Education 2019 Midwest Section Conference Applied Learning and Industry Partnerships Enhancing Engineering Education. Project-Based Approach to Intensify STEM Education Experience–A Case Study. Wichita State University. Wichita. Obtenido de: https://peer.asee.org/33932.pdf
Cidlinská, K. (2019). How not to scare off women: different needs of female early-stage researchers in STEM and SSH fields and the implications for support measures. Higher Education, 78(2), 365-388. DOI: https://doi.org/10.1007/s10734-018-0347-x
Cifuentes, A. y Caplan, M. (2019). Experiencias de formación STEM en el ámbito formal y rural. En M. Moreno, Educación STEM/STEM: apuestas hacia la formación, impacto y proyección de seres críticos. (pp.27-39). Venezuela: Fondo Editorial Universitario Servando Garcés de la Universidad Politécnica Territorial de Falcón Alonso Gamero.
Cilleruelo, L., y Zubiaga, A. (2014). Una aproximación a la Educación STEAM. Prácticas educativas en la encrucijada arte, ciencia y tecnología. Jornadas de Psicodidáctica, 1-18.
Domènech-Casal, J. (2018). Aprendizaje Basado en Proyectos en el marco STEM: componentes didácticas para la Competencia Científica. Revista de Educación Científica, 21(2), 29-42. DOI: https://doi.org/10.17979/arec.2018.2.2.4524
Doménech-Cascal, J. (2019). STEM: Oportunidades y retos desde la Enseñanza de las Ciencias. Revista de Ciències de l'Educació, 1(2), 154-168. DOI: https://doi.org/10.17345/ute.2019.2.2646
Evans, J. J., Van Epps, A. S., Smith, M. T., Matei, S. A., & Garcia, E. (2015, June). ASEE Annual Conference and Exposition Proceedings. A transdisciplinary approach for developing effective communication skills in a first year STEM seminar, American Society for Engineering Education, Seattle. Obtenido en: http://www.asee.org/file_server/papers/attachment/file/0005/5914/ASEE-Seminar-final-upload.pdf
Fernández, F. (2002). El análisis de contenido como ayuda metodológica para la investigación. Revista de Ciencias Sociales, 2(96), 35-53. Obtenido en: https://www.redalyc.org/articulo.oa?id=15309604
Ferrada, C., Carrillo-Rosúa, F. J., Díaz-Levicoy, D., y Silva-Díaz, F. (2020). La robótica desde las áreas STEM en Educación Primaria: una revisión sistemática. Education in the Knowledge Society, 21, 1-18. DOI: http://dx.doi.org/10.14201/eks.22036
Gómez, M., Duque, N., Canu, M., y Danies, G. (Julio, 2015). Encuentro Internacional de Educación en Ingeniería. Educación Stem En Educación Básica: Estudio De Caso En Dos Países, Colombia Y República Dominicana. Asociación Colombiana de Facultades de Ingeniería, Cartagena de Indias. Obtenido en: https://www.acofi.edu.co/wp-content/uploads/2015/11/Memorias-2015.pdf
González, H. B., y Kuenzi, J. J. (2012, November). Congressional Research Service. Science, technology, engineering, and mathematics (STEM) education: A primer. Washington, DC, Library of Congress. Obtenido en: http://www.stemedcoalition.org/wp-content/uploads/2010/05/STEM-Education-Primer.pdf
Gottfried, M. A., y Williams, D. (2013). STEM club participation and STEM schooling outcomes. education policy analysis archives, 21(79), p.1-27. Obtenido en: https://doi.org/10.14507/epaa.v21n79.2013
Hand, S., Rice, L., y Greenlee, E. (2017). Exploring teachers’ and students’ gender role bias and students’ confidence in STEM fields. Social Psychology of Education, 20(4), 929-945. DOI: https://doi.org/10.1007/s10956-019-09781-z
Harrison, R. L., & Parks, B. (2017). How STEM can gain some STEAM: Crafting meaningful collaborations between STEM disciplines and inquiry-based writing programs. In A. Johnson, & L. Lewis, Writing program and writing center collaborations (pp. 117-139). Palgrave Macmillan: New York. DOI: https://doi.org/10.1057/978-1-137-59932-2_6
Hickman, L., & Akdere, M. (November, 2017). 7th World Engineering Education Forum. Exploring virtual reality for developing soft-skills in STEM education, Universiti Teknologi Malaysia, Kuala Lumpur. DOI: 10.1109/WEEF.2017.8467037
Kelley, T. R., y Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. DOI: https://doi.org/10.1186/s40594-016-0046-z
Lin, C. S., Zhu, Z., & Ro, T. (2016, March). IEEE Integrated STEM Education Conference. Dynamic project-based STEM curriculum model for a small humanities high school. Princeton University, New Jersey. DOI: https://doi.org/10.1109/ISECon.2016.7457545
Tinto, J. A. (2013). El análisis de contenido como herramienta de utilidad para la realización de una investigación descriptiva. Un ejemplo de aplicación práctica utilizado para conocer las investigaciones realizadas sobre la imagen de marca de España y el efecto país de origen. Provincia, 29, 135-173. Obtenido en: https://www.redalyc.org/articulo.oa?id=55530465007
Marginson, S., Tytler, R., Freeman, B., y Roberts, K. (2013). STEM: country comparisons: international comparisons of science, technology, engineering and mathematics (STEM) education. Final report. Melbourne: Australian Council of Learned Academies. Obtenido en: http://hdl.handle.net/10536/DRO/DU:30059041
Meier, P. M. (2019). Bibliometric differences–a case study in bibliometric evaluation across SSH and STEM. Journal of Documentation, 75 (2), 366-378. DOI: https://doi.org/10.1108/JD-07-2018-0108
Mohr-Schroeder, M. J., Cavalcanti, M., & Blyman, K. (2015). STEM education: Understanding the changing landscape. In A, Sahin practice-based model of STEM teaching (pp. 3-14). Houston: Brill Sense. Obtenido en: https://www.researchgate.net/profile/Margaret_Mohr-Schroeder/publication/302945200_Foreward/links/5733f24408ae298602dcf28a/Foreward.pdf#page=16
Miller, E. R., & Fairweather, J. S. (2015). The Role of Cultural Change in Large-Scale STEM Reform: In The Experience of the AAU Undergraduate STEM Education Initiative. In G, Waver, Transforming Institutions: Undergraduate STEM Education for the 21st Century. (pp.48-66). Indiana: Purdue University Press. Obtenido en: https://library.oapen.org/bitstream/handle/20.500.12657/24968/1005135.pdf?sequence=1#page=63
Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education: Innovations and Research, 15(1), 5-10. Obtenido en: https://www.jstem.org/jstem/index.php/JSTEM/article/view/1917/1581
Moreno, N. y Bautista, N. (2019). La educación STEM/STEM como alternativa para las reformas educativas: una aproximación a su estado del arte desde la perspectiva filosófica. En M. Moreno, Educación STEM/STEM: apuestas hacia la formación, impacto y proyección de seres críticos. (pp.13-26). Falcón, Venezuela.
Mutakinati, L., Anwari, I., & Kumano, Y. (2018). Analysis of students’ critical thinking skill of middle school through stem education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54-65. DOI: https://doi.org/10.15294/jpii.v7i1.10495
Olmos-Peñuela, J., Benneworth, P., & Castro-Martinez, E. (2014). Are ‘STEM from Mars and SSH from Venus’?: Challenging disciplinary stereotypes of research’s social value. Science and Public Policy, 41(3), 384-400. DOI: https://doi.org/10.1093/scipol/sct071
Opertti, R. (2017). 15 Claves de Análisis para Apuntalar la Agenda Educativa 2030. Reflexiones en curso (14). UNESCO, OIE. Obtenido en: http://repositorio.minedu.gob.pe/handle/MINEDU/5591
Piñuel, J. L. (2002). Epistemología, metodología y técnicas del análisis de contenido. Sociolinguistic Studies, 3(1), 1-42. Obtenido en: https://www.ucm.es/data/cont/docs/268-2013-07-29-Pinuel_Raigada_AnalisisContenido_2002_EstudiosSociolinguisticaUVigo.pdf
Sanders, M. (2009). STEM, STEM education, STEM mania. Technology Teacher, 68(4), 20–26
Skorton, D. (2019). Branches from the same tree: The case for integration in higher education. Proceedings of the National Academy of Sciences, 116(6), 1865-1869. DOI: https://doi.org/10.1073/pnas.1807201115
Starr, C. R., Anderson, B. R., & Green, K. A. (2019). “I’ma Computer Scientist!”: Virtual Reality Experience Influences Stereotype Threat and STEM Motivation Among Undergraduate Women. Journal of Science Education and Technology, 28(5), 493-507. DOI: https://doi.org/10.1007/s10956-019-09781-z
Tsang, T. L. (2019). A quantitative analysis examining differences between US humanities and STEM students’ propensity toward innovation. Journal of Further and Higher Education, 43(2), 149-165. DOI: https://doi.org/10.1080/0309877X.2017.1357069
Tseng, K. H., Chang, C. C., Lou, S. J., y Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1), 87-102. DOI: https://doi.org/10.1007/s10798-011-9160-x
Toma, R. y Greca, I. (2016). III Simposio Internacional de Enseñanza de las Ciencias SIEC. Modelo interdisciplinar de educación STEM para la etapa de Educación Primaria, Universidad de Vigo, Vigo. Obtenido en: http://hdl.handle.net/10259/4681
Vasquez, J. A., Sneider, C. I., & Comer, M. W. (2013). STEM lesson essentials, grades 3-8: Integrating science, technology, engineering, and mathematics (pp. 58-76). Portsmouth, NH: Heinemann.
Watson, A. D., y Watson, G. H. (2013). Transitioning STEM to STEAM: Reformation of engineering education. Journal for Quality and Participation, 36(3), 1-5. Obtenido en: https://www.academia.edu/download/35120086/TransitioningSTEMToSTEAM_Watson_-_JQP_-_October_2013-libre.pdf
Weaver, G., & Burgess, W. (2015). Transforming institutions: undergraduate STEM education for the 21st century. Indiana: Purdue University Press. Obtenido en: http://library.oapen.org/handle/20.500.12657/24968
Williams, J. (2011). STEM education: Proceed with caution. Design and Technology Education: An International Journal, 16(1), 26-35. Obtenido en: https://ojs.lboro.ac.uk/ojs/index.php/DATE/article/download/1590/1514
Zhan, W. (2014). Research experience for undergraduate students and its impact on STEM education. Journal of STEM Education, 15(1), 32-38. Obtenido en: https://www.learntechlib.org/p/148288/
Arizona STEM network (2017). The STEM Immersion Guide: A collaboration of the Arizona STEM Network led by Science Foundation Arizona and Maricopa County Education Service Agency. Obtenido en: http://stemguide.sfaz.org/
Bardin, L. (2002). Análisis de contenido. Madrid: Ediciones Akal.
Baran, E., Bilici, S. C., Mesutoglu, C., y Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19. Obtenido de: https://www.ijemst.net/index.php/ijemst/article/view/74
Beach, A. L., Henderson, C., & Finkelstein, N. (2012). Facilitating change in undergraduate STEM education. Change: The Magazine of Higher Learning, 44(6), 52-59. DOI: https://doi.org/10.1080/00091383.2012.728955
Bosch, H. E., Di Blasi, M. A., Pelem, M. E., Bergero, M. S., Carvajal, L., y Geromini, N. S. (2011). Nuevo paradigma pedagógico para enseñanza de ciencias y matemática. Avances en ciencias e ingeniería, 2(3), 131-140. Obtenido en: https://dialnet.unirioja.es/servlet/articulo?codigo=3752199
Byhee, B. (2010). Advancing STEM education: A 2020 vision. Technology and engineering teacher, 70(1), 30-35.
Cano, L. M. y Ángel-Uribe, I. C. (2020). Medellín Territorio STEM + H. Un diagnóstico de la Secretaría de Educación de Medellín sobre el desarrollo del enfoque en las instituciones educativas de la ciudad. Medellín: Editorial Universidad Pontificia Bolivariana.
Castiblanco, P. J., y Lozano, R. (2016). El modelo STEM como práctica innovadora en el proceso de aprendizaje de las matemáticas en las escuelas unitarias de la IED Instituto Técnico Agrícola de Pacho, Cundinamarca. Tesis de maestría. Universidad tecnológica de Bolívar. Obtenido en: https://repositorio.utb.edu.co/bitstream/handle/20.500.12585/2677/0069835.pdf?sequence=1
Chang, D. F., y Chang H. C. (2020). Patterns of gender parity in the humanities and STEM programs: the trajectory under the expanded higher education system. Studies in Higher Education, 45(6), 1108-1120. DOI: https://doi.org/10.1080/03075079.2018.1550479
Chidella. K., Gampa, S. y Almohaimeed, A. (September, 2019). American Society for Engineering Education 2019 Midwest Section Conference Applied Learning and Industry Partnerships Enhancing Engineering Education. Project-Based Approach to Intensify STEM Education Experience–A Case Study. Wichita State University. Wichita. Obtenido de: https://peer.asee.org/33932.pdf
Cidlinská, K. (2019). How not to scare off women: different needs of female early-stage researchers in STEM and SSH fields and the implications for support measures. Higher Education, 78(2), 365-388. DOI: https://doi.org/10.1007/s10734-018-0347-x
Cifuentes, A. y Caplan, M. (2019). Experiencias de formación STEM en el ámbito formal y rural. En M. Moreno, Educación STEM/STEM: apuestas hacia la formación, impacto y proyección de seres críticos. (pp.27-39). Venezuela: Fondo Editorial Universitario Servando Garcés de la Universidad Politécnica Territorial de Falcón Alonso Gamero.
Cilleruelo, L., y Zubiaga, A. (2014). Una aproximación a la Educación STEAM. Prácticas educativas en la encrucijada arte, ciencia y tecnología. Jornadas de Psicodidáctica, 1-18.
Domènech-Casal, J. (2018). Aprendizaje Basado en Proyectos en el marco STEM: componentes didácticas para la Competencia Científica. Revista de Educación Científica, 21(2), 29-42. DOI: https://doi.org/10.17979/arec.2018.2.2.4524
Doménech-Cascal, J. (2019). STEM: Oportunidades y retos desde la Enseñanza de las Ciencias. Revista de Ciències de l'Educació, 1(2), 154-168. DOI: https://doi.org/10.17345/ute.2019.2.2646
Evans, J. J., Van Epps, A. S., Smith, M. T., Matei, S. A., & Garcia, E. (2015, June). ASEE Annual Conference and Exposition Proceedings. A transdisciplinary approach for developing effective communication skills in a first year STEM seminar, American Society for Engineering Education, Seattle. Obtenido en: http://www.asee.org/file_server/papers/attachment/file/0005/5914/ASEE-Seminar-final-upload.pdf
Fernández, F. (2002). El análisis de contenido como ayuda metodológica para la investigación. Revista de Ciencias Sociales, 2(96), 35-53. Obtenido en: https://www.redalyc.org/articulo.oa?id=15309604
Ferrada, C., Carrillo-Rosúa, F. J., Díaz-Levicoy, D., y Silva-Díaz, F. (2020). La robótica desde las áreas STEM en Educación Primaria: una revisión sistemática. Education in the Knowledge Society, 21, 1-18. DOI: http://dx.doi.org/10.14201/eks.22036
Gómez, M., Duque, N., Canu, M., y Danies, G. (Julio, 2015). Encuentro Internacional de Educación en Ingeniería. Educación Stem En Educación Básica: Estudio De Caso En Dos Países, Colombia Y República Dominicana. Asociación Colombiana de Facultades de Ingeniería, Cartagena de Indias. Obtenido en: https://www.acofi.edu.co/wp-content/uploads/2015/11/Memorias-2015.pdf
González, H. B., y Kuenzi, J. J. (2012, November). Congressional Research Service. Science, technology, engineering, and mathematics (STEM) education: A primer. Washington, DC, Library of Congress. Obtenido en: http://www.stemedcoalition.org/wp-content/uploads/2010/05/STEM-Education-Primer.pdf
Gottfried, M. A., y Williams, D. (2013). STEM club participation and STEM schooling outcomes. education policy analysis archives, 21(79), p.1-27. Obtenido en: https://doi.org/10.14507/epaa.v21n79.2013
Hand, S., Rice, L., y Greenlee, E. (2017). Exploring teachers’ and students’ gender role bias and students’ confidence in STEM fields. Social Psychology of Education, 20(4), 929-945. DOI: https://doi.org/10.1007/s10956-019-09781-z
Harrison, R. L., & Parks, B. (2017). How STEM can gain some STEAM: Crafting meaningful collaborations between STEM disciplines and inquiry-based writing programs. In A. Johnson, & L. Lewis, Writing program and writing center collaborations (pp. 117-139). Palgrave Macmillan: New York. DOI: https://doi.org/10.1057/978-1-137-59932-2_6
Hickman, L., & Akdere, M. (November, 2017). 7th World Engineering Education Forum. Exploring virtual reality for developing soft-skills in STEM education, Universiti Teknologi Malaysia, Kuala Lumpur. DOI: 10.1109/WEEF.2017.8467037
Kelley, T. R., y Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. DOI: https://doi.org/10.1186/s40594-016-0046-z
Lin, C. S., Zhu, Z., & Ro, T. (2016, March). IEEE Integrated STEM Education Conference. Dynamic project-based STEM curriculum model for a small humanities high school. Princeton University, New Jersey. DOI: https://doi.org/10.1109/ISECon.2016.7457545
Tinto, J. A. (2013). El análisis de contenido como herramienta de utilidad para la realización de una investigación descriptiva. Un ejemplo de aplicación práctica utilizado para conocer las investigaciones realizadas sobre la imagen de marca de España y el efecto país de origen. Provincia, 29, 135-173. Obtenido en: https://www.redalyc.org/articulo.oa?id=55530465007
Marginson, S., Tytler, R., Freeman, B., y Roberts, K. (2013). STEM: country comparisons: international comparisons of science, technology, engineering and mathematics (STEM) education. Final report. Melbourne: Australian Council of Learned Academies. Obtenido en: http://hdl.handle.net/10536/DRO/DU:30059041
Meier, P. M. (2019). Bibliometric differences–a case study in bibliometric evaluation across SSH and STEM. Journal of Documentation, 75 (2), 366-378. DOI: https://doi.org/10.1108/JD-07-2018-0108
Mohr-Schroeder, M. J., Cavalcanti, M., & Blyman, K. (2015). STEM education: Understanding the changing landscape. In A, Sahin practice-based model of STEM teaching (pp. 3-14). Houston: Brill Sense. Obtenido en: https://www.researchgate.net/profile/Margaret_Mohr-Schroeder/publication/302945200_Foreward/links/5733f24408ae298602dcf28a/Foreward.pdf#page=16
Miller, E. R., & Fairweather, J. S. (2015). The Role of Cultural Change in Large-Scale STEM Reform: In The Experience of the AAU Undergraduate STEM Education Initiative. In G, Waver, Transforming Institutions: Undergraduate STEM Education for the 21st Century. (pp.48-66). Indiana: Purdue University Press. Obtenido en: https://library.oapen.org/bitstream/handle/20.500.12657/24968/1005135.pdf?sequence=1#page=63
Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education: Innovations and Research, 15(1), 5-10. Obtenido en: https://www.jstem.org/jstem/index.php/JSTEM/article/view/1917/1581
Moreno, N. y Bautista, N. (2019). La educación STEM/STEM como alternativa para las reformas educativas: una aproximación a su estado del arte desde la perspectiva filosófica. En M. Moreno, Educación STEM/STEM: apuestas hacia la formación, impacto y proyección de seres críticos. (pp.13-26). Falcón, Venezuela.
Mutakinati, L., Anwari, I., & Kumano, Y. (2018). Analysis of students’ critical thinking skill of middle school through stem education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54-65. DOI: https://doi.org/10.15294/jpii.v7i1.10495
Olmos-Peñuela, J., Benneworth, P., & Castro-Martinez, E. (2014). Are ‘STEM from Mars and SSH from Venus’?: Challenging disciplinary stereotypes of research’s social value. Science and Public Policy, 41(3), 384-400. DOI: https://doi.org/10.1093/scipol/sct071
Opertti, R. (2017). 15 Claves de Análisis para Apuntalar la Agenda Educativa 2030. Reflexiones en curso (14). UNESCO, OIE. Obtenido en: http://repositorio.minedu.gob.pe/handle/MINEDU/5591
Piñuel, J. L. (2002). Epistemología, metodología y técnicas del análisis de contenido. Sociolinguistic Studies, 3(1), 1-42. Obtenido en: https://www.ucm.es/data/cont/docs/268-2013-07-29-Pinuel_Raigada_AnalisisContenido_2002_EstudiosSociolinguisticaUVigo.pdf
Sanders, M. (2009). STEM, STEM education, STEM mania. Technology Teacher, 68(4), 20–26
Skorton, D. (2019). Branches from the same tree: The case for integration in higher education. Proceedings of the National Academy of Sciences, 116(6), 1865-1869. DOI: https://doi.org/10.1073/pnas.1807201115
Starr, C. R., Anderson, B. R., & Green, K. A. (2019). “I’ma Computer Scientist!”: Virtual Reality Experience Influences Stereotype Threat and STEM Motivation Among Undergraduate Women. Journal of Science Education and Technology, 28(5), 493-507. DOI: https://doi.org/10.1007/s10956-019-09781-z
Tsang, T. L. (2019). A quantitative analysis examining differences between US humanities and STEM students’ propensity toward innovation. Journal of Further and Higher Education, 43(2), 149-165. DOI: https://doi.org/10.1080/0309877X.2017.1357069
Tseng, K. H., Chang, C. C., Lou, S. J., y Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1), 87-102. DOI: https://doi.org/10.1007/s10798-011-9160-x
Toma, R. y Greca, I. (2016). III Simposio Internacional de Enseñanza de las Ciencias SIEC. Modelo interdisciplinar de educación STEM para la etapa de Educación Primaria, Universidad de Vigo, Vigo. Obtenido en: http://hdl.handle.net/10259/4681
Vasquez, J. A., Sneider, C. I., & Comer, M. W. (2013). STEM lesson essentials, grades 3-8: Integrating science, technology, engineering, and mathematics (pp. 58-76). Portsmouth, NH: Heinemann.
Watson, A. D., y Watson, G. H. (2013). Transitioning STEM to STEAM: Reformation of engineering education. Journal for Quality and Participation, 36(3), 1-5. Obtenido en: https://www.academia.edu/download/35120086/TransitioningSTEMToSTEAM_Watson_-_JQP_-_October_2013-libre.pdf
Weaver, G., & Burgess, W. (2015). Transforming institutions: undergraduate STEM education for the 21st century. Indiana: Purdue University Press. Obtenido en: http://library.oapen.org/handle/20.500.12657/24968
Williams, J. (2011). STEM education: Proceed with caution. Design and Technology Education: An International Journal, 16(1), 26-35. Obtenido en: https://ojs.lboro.ac.uk/ojs/index.php/DATE/article/download/1590/1514
Zhan, W. (2014). Research experience for undergraduate students and its impact on STEM education. Journal of STEM Education, 15(1), 32-38. Obtenido en: https://www.learntechlib.org/p/148288/
Downloads
Published
03/01/2021
How to Cite
CANO, L., MONTES BERMÚDEZ, D., & DÍAZ ARANGO, V. (2021). STEM+H experiences in officials’ schools in Medellín: factors that prevail in its implementation. Sociología Y Tecnociencia, 11(Extra_1), 1–22. Retrieved from https://revistas.uva.es/index.php/sociotecno/article/view/5135
Issue
Section
Monographic
License
Sociología y tecnociencia is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Sociología y Tecnociencia.
