RT Journal Article
T1 Building STEM inquiry-based teaching proposal through collaborations between schools and research centres: students' and teachers' perceptions.
A1 Lupión-Cobos, Teresa
A1 Girón-Gambero, Jesús Ramón
A1 García-Ruiz, Cristina
K1 Genética - Estudio y enseñanza
K1 Ciencia - Estudio y enseñanza
K1 Investigación activa en educación
AB This study presents an inquiry-based teaching approach using a rich methodology involving STEM (science-technology-engineering and mathematics) projects, developed using a cooperative way to work between schools and research centres. Wedescribe the teaching pattern scenario with students, teachers, and scientists. We also illustrate the learning process, conductedthrough two inquiry-based problems in Biochemistry, the mutagenesis process and the transgenesis effects caused by inoculationof bacteria. The teaching sequence, as well as the scientific knowledge and students’ competencies involved, are shown. We thenanalyse the students' and teachers' perceptions in this scenario regarding the development of students' STEM learning throughtheir inquiry skills promoted and concerning predictors to vocational careers involved (students’ identities as potential scientists,scientific attitudes, social implications towards science or students´ agency). Finally, we add some conclusions and contributions toteaching STEM education, related to factors of the design teaching scenario that bring connections with the interests andmotivations of students, such as the relevance of the projects to evoke understanding of processes or causal relationships of content or the teacher's professionalisation supported by a proper allocation between scientists and teachers.
PB Eurasian Society of Educational Research
YR 2022
FD 2022-04-15
LK https://hdl.handle.net/10630/31771
UL https://hdl.handle.net/10630/31771
LA eng
NO Lupión-Cobos, T., Girón-Gambero, J., y García-Ruiz, C. (2022). Building STEM inquiry-based teaching proposal through collaborations between schools and research centres: Students’ and teachers’ perceptions. European Journal of Educational Research, 11(2), 899-915. https://doi.org/10.12973/eu-jer.11.2.899
NO This work was part of the FECYT project FCT-12-3552 “Introduction to Innovation and Investigation in SecondaryEducation in Andalusia” funded by the Spanish Ministry of Economy, the R&D project PID2019-105765GA-I00 “Citizenswith critical thinking: a challenge for teachers in science education”, funded by the Spanish National R&D Plan, and theCoordination Project “Development of Teaching Competencies in PST of Early Childhood, Primary and SecondaryEducation, with the teaching of scientific practices of inquiry and STEM approaches in science education. Coordinationfor the improvement of educational practice, funded by the University of Málaga. The authors wish to acknowledge allparticipants in the project.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026