"I told you this last time, right?"

Abstract

The stories we tell ourselves and others -both as individuals and as a community -reflect how we make sense of our lives. Our work using narrative methods has explored how university graduates make sense of their learning experiences and how these fit within their wider learning trajectories. In this paper, we discuss work we conducted with a group of a dozen students who, when first interviewed, were in the second half of their undergraduate education at Olin College of Engineering. All twelve participants were re-interviewed four years later, after they had graduated, using the same narrative protocol that asked them to describe their learning 'life' as if it was a book, and to identify and describe individual chapters of their experience.The pairs of interviews were analysed with respect to their form and their content. In regard to form, a classification of these repeated stories is derived. Thematic analysis of the content examines a) how students come to study and practice computing and b) the continuing, and changing influence of a university education over time, as students construct an individual sense of coherence.

Una revisión bibliométrica del enfoque STEAM en educación universitaria 2010-2022

“…En algunos contextos, la aplicación de este enfoque se ha visto afectada por ciertas limitaciones, que llevaron a que los estudiantes universitarios no alcanzaran un desempeño académico óptimo. Por tanto, resulta relevante enfatizar en las principales limitaciones que se han encontrado dentro de la literatura científica revisada, entre las cuales destaca la ausencia de competencias y aptitudes por parte de los docentes (Castro-Rodríguez & Montoro, 2021;Coleman et al, 2017;Dziob et al, 2020;Sellami et al, 2022), bajo nivel de conocimiento, interés y/o motivación por parte de los alumnos (Castro-Rodríguez & Montoro, 2021;Jeong & González-Gómez, 2021;Sánchez-Martín et al, 2020;Sellami et al, 2022;Yamada, 2016), ausencia de flexibilidad de los procesos pedagógicos frente a los cambios que se presentan en el marco de la modernización (Bagiati et al, 2015;García-Peñalvo et al, 2021;Huang et al, 2021;López-González, 2017;Mamani et al, 2021;Sella-mi et al, 2022), ausencia de un plan educativo que contenga contenidos claros y debidamente definidos (Castro-Rodríguez & Montoro, 2021;Dziallas & Fincher, 2018;Hödl et al, 2022;Keith et al, 2011;Stanko et al, 2019), falta de materiales y recursos humanos, materiales, económicos y/o financieros (Boyd & Tian, 2018;Fuqua et al, 2018;Van et al, 2010;D. L. Vargas & García, 2021;Yamada, 2016); estas imposibilitan su correcto desempeño en la educación universitaria.…”