Formación STEM en el grado de maestro: una experiencia docente

Palomares, Irene Ferrando; Soler, Amparo Hurtado; Meneu, María José Beltrán

doi:10.7203/attic.20.10946

Cited by 9 publications

(6 citation statements)

References 4 publications

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“…Ferrando Palomares et al evaluate the effectiveness of the use of ICT in teaching science and mathematics at the university level [28]. The results revealed some difficulties in the interdisciplinary teaching of science and mathematics at the primary level.…”

Section: Discussionmentioning

confidence: 99%

STEM education and personnel training: systematic review

Mintii

2023

J. Phys.: Conf. Ser.

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This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster “STEM education and training” has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of “traditional” STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.

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Section: Discussionmentioning

confidence: 99%

STEM education and personnel training: systematic review

Mintii

2023

J. Phys.: Conf. Ser.

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“…STEM education proposes the integration of various scientific disciplines as a cohesive entity, the teaching of which is integrated and coordinated, as used in problem solving in everyday situations (Sanders, 2009). In this sense, the importance of promoting the integrated learning of mathematics and sciences without the barriers that separate the two disciplines is emphasized (Ferrando, Hurtado & Beltrán, 2018). Faced with this challenge, it is important to take into account student preferences and to generate interests in scientific disciplines from an early age, as these preferences and interests persist into adulthood and may impede or facilitate the choice of STEM careers (Tai, Liu, Maltese & Fan, 2006).…”

Section: Introductionmentioning

confidence: 99%

Virtual escape room and STEM content: Effects on the affective domain on teacher trainess

Yllana-Prieto

Jeong

González‐Gómez

2021

J. Technol. Sci. Educ.

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In recent times, there has been growing disinterest by students in STEM disciplines (science, technology, engineering, and mathematics). This trend is especially acute in those students who do not take STEM content during their secondary or high school education. This disinterest might be conditioned by negative emotions towards science developed by students during the different educational stages, even from an early age. In this sense, active teaching methodologies, such as gamification, play a fundamental role in fostering positive emotions towards learning STEM content. Within the wide range of gamification methodologies, we find educational Escape Rooms. Due to the current situation generated by COVID-19, many of the lessons have had to be adapted to a virtual format through various online platforms. In this study, in a preliminary manner, we aim to analyze the effects on the affective domain produced by a virtual Escape Room used in a STEM course as an instructional tool to teach contents about the Universe to teachers in training. According to the results obtained, the positive emotions of “happiness”, “satisfaction” and “fun” are significantly increased after the intervention. At the same time, some negative emotions, such as “nervousness”, “frustration” and “worry” also increase, partly due to the components typically found in this type of games. Based on these results, it is concluded that, despite the existence of both positive and negative emotions, the results are promising and the intervention is motivating and stimulating for the students.

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“…Here, Wiswall et al (2014) suggested that students who participate in activities focused on STEM courses obtain better grades in STEM subjects than those who do not participate. Ferrando et al (2018) highlight the importance of promoting the integrated learning of science and mathematics without the obstacles that divide these two disciplines is accentuated. Therefore, there is interest in offering good training for students in courses and degrees related to STEM, due to concerns about the decline of interest in some STEM fields by students in recent years (Miller et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Pre-Service Teachers' Emotions During a Stem Online Escape Room

2021

Proceedings of SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences

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Students' emotions are important in the teaching and learning process but becomes more essential in STEM (Science, Technology, Engineering and Mathematics) education because, traditionally, STEM disciplines cause a negative emotions and disinterest to students from an early age. In the context of active learning, the use of gamification and games in class can improve factors like satisfaction and interest to STEM disciplines. The Escape Rooms are games that can increase the positive emotions and motivation of the participants with multiple benefits such as student´s motivation or engagement. In this study, the objectives are to analyze the effect on pre-service teachers' emotions produced by the implementation of an online Escape Room used to teach science contents in a STEM course. A total of 42 students participated for this study in a general science course of the primary education bachelor's degree in Spain during 2020/2021 course. According to results the online Escape Room had a significant difference in 6 of the 10 emotions studied through the questionnaire validated by Cronbach Alpha test. It is observed that there is an increase in positive emotions "joy", "satisfaction" and "fun" after the intervention. However, there is also an increase of negative emotions "nervousness", "frustration" and "worry". According to the Principal Component Analysis (PCA), pre-test answers were grouped in the positive emotions and the post-test answers were grouped in the negative emotions. Although having difficulties of an online environment reflecting negative emotions in the activity, it was an effective instruction methodology and can be motivating for students.

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Formación STEM en el grado de maestro: una experiencia docente

Cited by 9 publications

References 4 publications

STEM education and personnel training: systematic review

STEM education and personnel training: systematic review

Virtual escape room and STEM content: Effects on the affective domain on teacher trainess

Analysis of Pre-Service Teachers' Emotions During a Stem Online Escape Room

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