Towards competencies and methods to support Responsible Research and Innovation within STEAM secondary education – the case of Spain

Malagrida, Rosina; Klaassen, Pieter; Ruíz-Mallén, Isabel; Broerse, Jacqueline E W

doi:10.1080/02635143.2022.2123790

Cited by 4 publications

(6 citation statements)

References 26 publications

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“…Finally, the fifth study group is dedicated to the articles that try to give an overview of the evaluation of STEAM education. Malagrida et al (2022) focused their research on Responsible Research and Innovation (RRI) and more specifically on how its implementation is facilitated within secondary STEAM education. In particular, the main objective was to evaluate STEAM education through an exhaustive study carried out focused on the different teachers of STEAM subjects.…”

Section: Resultsmentioning

confidence: 99%

“…On the other hand, Delgado-Rodríguez et al ( 2023) and Tsekhmister et al (2022) point out that teachers need training in immersive technological resources since they consider it important that teachers know how to adapt to changes in technological and educational innovation. Malagrida et al (2022) analyzed the implementation of Responible Research and Innovation within STEAM education and the results showed that this integrated framework helps the teachers think on how to innovate in their classes.…”

Section: Resultsmentioning

confidence: 99%

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Analysis of mathematics education from a STEAM approach at secondary and pre-universitary educational levels: A systematic review

Martín-Cudero,

Cid-Cid,

Guede-Cid

2024

J. Technol. Sci. Educ.

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Society is in an incessant process of reflection but the educational system is not following the same path, creating an urgent need for a quality educational renovation in which new methodologies, approaches and educational resources are developed based on creation, collaboration and learning by doing. In this sense, the integrated education of science, technology, engineering, art, and mathematics (STEAM) is postulated as an educational approach through which to transform the teaching-learning processes into processes that contribute to the development of critical, creative, and scientific thinking. Proof of this is the continuous increase in publications in this line of research. This article presents a systematic review with a total of 19 studies published in high-impact journals with the aim of making a critical reflection and evaluating the real scope of incorporating STEAM projects in education to improve the students' mathematical skills. In particular, five areas of interest have been evaluated: active learning in the teaching of STEAM subjects, the development of technological resources, the design and implementation of educational proposals, the evaluation of STEAM education and teacher training in STEAM education. Considering the results, we emphasize the need to continue working on the theoretical foundation and educational practice of this approach to allow teachers to implement it effectively.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Analysis of mathematics education from a STEAM approach at secondary and pre-universitary educational levels: A systematic review

Martín-Cudero,

Cid-Cid,

Guede-Cid

2024

J. Technol. Sci. Educ.

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“…The guidelines should be supported with training packages to enable schools to engage their students and key stakeholders in implementing recommendations as integrated interventions using collaborative and decentralized approaches. To ensure that schools dedicate efforts to implementing these guidelines, they must be designed with participatory approaches that not only improve health protection and promotion but also the learning of science ( 16 ). The Open Schooling movement has demonstrated that one key to improving science learning is promoting learning activities in which students collaborate with scientists, families and other stakeholders to contribute to solving social challenges through research.…”

Section: Discussionmentioning

confidence: 99%

“…Besides contributing to learning and implementation, such approaches would allow the education community to participate in the necessary research to deal with the complexities within each category. The interaction between schools and scientists would also help the scientific community to better adapt their research to the needs and expectations of schools, which is a key policy priority of many governmental organizations willing to increase the impact of research (16)(17)(18)(19).…”

Section: Policy Implicationsmentioning

confidence: 99%

A System-Oriented Dialogue Model to Design Community Partnerships for More Effective Sars-Cov-2 Prevention in Schools: The Case of Spain

Malagrida

Fernández

Casabona

et al. 2023

Int J Public Health

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Objectives: The European Centre for Disease Control (ECDC) COVID-19 guidelines for non-pharmaceutical interventions (NPI) identify safety, hygiene and physical distancing measures to control SARS-Cov-2 transmission in schools. Because their implementation requires complicated changes, the guidelines also include “accompanying measures” of risk communication, health literacy and community engagement. Although these are considered crucial, their implementation is complex. This study aimed to co-define a community partnership that a) identifies systemic barriers and b) designs recommendations on how to implement the NPI to improve SARS-Cov-2 prevention in schools.Methods: We designed and piloted a System-Oriented Dialogue Model with the participation of 44 teachers and 868 students and their parents from six Spanish schools during 2021. The results were analysed using thematic analysis.Results: Participants identified 406 items addressing issues related to system characteristics, which is indicative of the complexity of the challenge. Using a thematic analysis, we defined 14 recommendations covering five categories.Conclusion: These findings could help in developing guidelines for initiating community engagement partnerships in schools to provide more integrated prevention interventions.

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“…This model not only aims to make science education more relevant and engaging but also supports problem-based learning and socioscientific inquiry within a structured three-phase approach. It is designed to foster students' self-efficacy and active participation in sciences connected to RRI principles, such as diversity and inclusion, anticipation and reflectivity, responsiveness and adaptive change, and openness and transparency [27,28].…”

Section: The Care-know-do Frameworkmentioning

confidence: 99%

Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education

Okada,

Panselinas,

Bizoi

et al. 2024

Sustainability

Self Cite

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This large cross-national study investigates the development of transversal skills in the context of open schooling—an educational approach integrating schools, universities, and communities to address real-world challenges—through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated self-report instrument to evaluate the perceptions of 12,074 underserved students concerning their learning experiences in open schooling environments. An exploratory factor analysis enabled us to explore quantitative insight into students’ skill development, while thematic analysis of 20 teachers’ reports contributed qualitative depth. The study identified six critical transversal skills: self-initiative, problem-solving, emotional engagement, scientific citizenship, authentic learning, and future prospects. Significant geographic, gender, and age-related variations were found, with notable disparities in skill perceptions among nonbinary students, indicating the need for more inclusive educational support. All countries showed high levels of perceived transversal skills, with 83% of Greek and 80% of Brazilian students leading, compared to 64% in Romania and the UK, and 62% in Spain. Trends suggest secondary students exhibit stronger global citizenship and authentic learning, although they report less confidence in problem-solving and self-initiative than their primary counterparts. These findings, viewed alongside 12 teaching competencies revealed through thematic analysis, underscore the effectiveness of open schooling, which is underexplored, in fostering key skills and call for pedagogical innovations that integrate real-life issues into the curriculum. The study contributes to Agenda 2030—quality of education by demonstrating the real-world applicability of the CARE-KNOW-DO framework for educational practice and policy towards equity and sustainability. Our comparative analysis of transversal skill development across diverse student populations, as well as teaching competencies, further advances the discourse on improving 21st-century education.

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Towards competencies and methods to support Responsible Research and Innovation within STEAM secondary education – the case of Spain

Cited by 4 publications

References 26 publications

Analysis of mathematics education from a STEAM approach at secondary and pre-universitary educational levels: A systematic review

Analysis of mathematics education from a STEAM approach at secondary and pre-universitary educational levels: A systematic review

A System-Oriented Dialogue Model to Design Community Partnerships for More Effective Sars-Cov-2 Prevention in Schools: The Case of Spain

Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education

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