Hack4women

Costa, Giannina; Martín, Lilian San; Pinto, O. A.; Gatica, Gustavo

doi:10.35699/1983-3652.2022.39348

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…Several countries, e.g., the USA, Korea, and Spain, have embraced them in their curriculums (KOFAC, 2013;MEFP, 2022;NGSS, 2013). The literature reports experiences in STEM or STEAM that mention successful outcomes in integrating knowledge areas and developing sustainable concerns such as environmental protection, food literacy, and gender equity (COSTA-LIZAMA et al, 2022;ALSINA, 2022;STEPHENSON;FLEER;FRAGKIADAKI, 2022).…”

Section: Introductionmentioning

confidence: 99%

Conceptualising and framing STEAM education: what is (and what is not) this educational approach?

Rodrigues-Silva,

Alsina

2023

Texto livre

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STEAM is a recent educational approach intending the interdisciplinary teaching of science, technology, engineering, arts/humanities, and mathematics. The literature reports conceptual confusion that frequently diverts STEAM practice and research to issues concerning particular activities or contexts. Therefore, we carried out a narrative review of articles indexed in the Web of Science (WoS) to elucidate STEAM education’s history, epistemology, and divergences. As a strategy, we first focused on documents that could offer a panoramic view of the object of study – literature reviews and articles about STEAM frameworks. Through them, we identified essential discussion points and further expanded the review. As a result, we articulated rationalities about why STEAM is not a mere evolution of STEM, a teaching methodology, or just a synonym for interdisciplinarity. Furthermore, we discussed the appropriateness of interdisciplinarity in STEAM – since it is strongly supported by the disciplines and their intersections – instead of pursuing transdisciplinarity, meaning knowledge remains undefined in a holistic whole. We differentiated STEAM disciplines (list of the five knowledge areas), STEAM activities (interdisciplinary teaching unity of at least two STEAM disciplines), and STEAM education (educational approach of interdisciplinarity between all five disciplines). Finally, we defined and proposed a framework for STEAM in a table format that stresses two necessary and sufficient conditions – interdisciplinarity and the five acronym areas. The framework permits envisioning the plurality of teaching methodologies and educational objectives consistent with STEAM.

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Section: Introductionmentioning

confidence: 99%

Conceptualising and framing STEAM education: what is (and what is not) this educational approach?

Rodrigues-Silva,

Alsina

2023

Texto livre

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Policies, Projects, and Initiatives for Sustainable Higher Education with Gender Equity: Literature Review and Case Study—Universidad de La Frontera

Bustamante-Mora,

Diéguez-Rebolledo,

Hormazábal

et al. 2024

Sustainability

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Today, sustainability in higher education is a key factor for our society, and women play a fundamental role. However, gender faces a series of inequalities in this field of action, and from this point of view, university education is not left out. It is necessary to incorporate strategies and initiatives to reduce these inequalities within the classroom, supported mainly through public policies, which represents a challenge. It is a practical and essential challenge for public and private universities to ensure that their students are prepared for a globalized, sustainable, and gender-sensitive world. In the 2030 Agenda, two Sustainable Development Goals are proposed to address these issues, targeting SDG 5 gender equality and SDG 4 inclusive education. This study considers that to address this issue, it is necessary to identify initiatives that aim to propose measures for sustainable education and reduce the gender gap, to know which and what types of policies or strategies aim to address these issues in higher education in the same way of identifying good practices focused on inclusive policies, models, and teaching styles, also considering scientific research for sustainable education. This study considers the review of policies to reduce gaps in the STEM areas of university education and whether these measures address the goal of sustainable development. As main findings and conclusions, this study highlights the initiatives and good practices found in the literature review since 2007 but concentrated during the last five years. In addition to the literature review, this bibliographic review is complemented by presenting a practical case study with real data from a public, state, and regional university in the south of the country of Chile that takes on this challenge and shares it. The PRISMA protocol guided this study, finding 341 relevant articles to be analyzed, which mainly show how it is possible to implement measures and improve sustainable education with a gender focus through policies and initiatives within a university in the short term.

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Hack4women

Cited by 2 publications

References 14 publications

Conceptualising and framing STEAM education: what is (and what is not) this educational approach?

Conceptualising and framing STEAM education: what is (and what is not) this educational approach?

Policies, Projects, and Initiatives for Sustainable Higher Education with Gender Equity: Literature Review and Case Study—Universidad de La Frontera

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