RT Journal Article
T1 Challenges and opportunities to teaching inquiry approaches by STE(A)M projects in the Primary Education classroom.
A1 Lupión-Cobos, Teresa
A1 Crespo-Gómez, José Ignacio
A1 García-Ruiz, Cristina
K1 Profesores de ciencias - Formación profesional
K1 Ciencia - Estudio y enseñanza
K1 Investigación activa en educación
AB This study analyses the teachers’ perceptions of their capacity for designing and developing STE(A)M projects in a professional development programme (PD) conducted through a collaborative educational research project carried out between the University and the centres by the IndagaSTEAM Escuela project. Incorporating STEAM education in the classroom poses various challenges to teachers, among other aspects, associated with conceptualising, designing and applying the curricular integration of STE(A)M subjects, requiring training programs updates for this purpose. Hence, the design developed promotes applying an inquiry-based approach and adapting the integrative STE(A)M curriculum in the Primary Education classroom. Challenges and opportunities of the teachers’ involvement have been analysed as a case study undertaken longitudinally between 2019 and 2022. Data have been compiled from a varied typology (rubrics evaluation, ad hoc interviews and questionnaires, using the Likert scale), which give an account of the global perception these educators have, on the one hand, of STE(A) M education and the inquiry approach and, on the other hand, of the collaborative learning scenario from the framework used.
PB Scientia Socialis
YR 2023
FD 2023-06
LK https://hdl.handle.net/10630/31779
UL https://hdl.handle.net/10630/31779
LA eng
NO Lupión-Cobos, T., Crespo-Gómez, J. I. y García-Ruiz, C. (2023). Challenges and opportunities to teaching inquiry approaches by STE(A)M projects in the Primary Education classroom. Journal of Baltic Science Education, 22(3), 454-469 https://doi.org/10.33225/jbse/23.22.454
NO This work is part of the R+D+i Project “Citizens with critical thinking: A challenge for teachers in science education”, reference PID2019-105765GA-I00, funded by MCIN/AEI/10.13039/501100011033 and the educational innovation project “Scientific practices & STEAM Projects from teaching competences” GpIE 22-115 funded by the University of Malaga. The study was conducted in accordance with the protocol approved by the Ethics Committee on Experimentation of University of Malaga (Spain) (CEUMA) with reference 31-2022-H. Dr García-Ruiz thanks the RYC2020 program, financed by the State Research Agency and the European Social Fund (reference: RYC2020- 029033-I/AEI/10.13039/501100011033).
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 19 ene 2026