El enfoque educativo STEAM:una revisión de la literatura

  1. Olalla García Fuentes
  2. Manuela Raposo Rivas
  3. María Esther Martínez Figueira
Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Ano de publicación: 2023

Volume: 34

Número: 1

Páxinas: 191-202

Tipo: Artigo

DOI: 10.5209/RCED.77261 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista complutense de educación

Obxectivos de Desenvolvemento Sustentable

Resumo

The emergence of the maker movement and DIY philosophy (Do It Yourself) is causing the development of new methodologies, approaches and educational resources that are based on principles such as creation, collaboration and learning by doing. One of these new approaches is STEAM, which is based on the need to bet on science (S), technology (T), engineering (E), arts (A) and mathematics (M) in a cross-cutting and interdisciplinary way, in order to transform learning teaching processes into integrated and creative processes (Yakman, 2008a). This work presents a review of literature on studies and research related to the STEAM educational approach, with the aim of obtaining an overview of the scientific literature produced on this between the years 2008-2019. 48 articles have been identified in Scopus, ERIC, Dialnet, GoogleScholar and Research Gate and analyzed 48 articles with a registration sheet prepared for this purpose. The results show that 83.3% of the investigations are of quantitative type, 12.5% qualitative and 4.1% mixed. Being objective the main (39.5%) the development, application and evaluation of proposals STEAM and the thematic recurrent (60.4%) the analysis of the combination of the art with the science, the technology or the mathematics. The investigation confirms that STEAM is positioned as an effective approach to increase the creativity, motivation and self-efficacy of students in learning teaching processes, provided that interdisciplinary and the real-life connection of the contents, through research or research methodologies, first. Being the main difficulties for the implementation of STEAM projects, the economic, curricular and temporal limitations.

Referencias bibliográficas

  • Aguilera, D., Lupiáñez, J. L., Perales, F. J. y Vílchez, J. M. (2021). Objetivos de la educación STEM. Revisión sistemática. 11º Congreso Internacional sobre investigación en la Enseñanza de las Ciencias. Lisboa
  • Ahn, H. y Choi, Y. (2015). Analysis on the Effects of the Augmented Reality-Based STEAM Program on Education. Advanced Science and Technology Letters, 92(1), 125-130. https://cutt.ly/HpXtMj1
  • Aleixo, A. Silva, B., y Ramos, M. A. (2021). Análisis del uso de la cultura maker en contextos educativos: una revisión sistemática de la literatura. Educatio Siglo XXI, 39(2), 143–168. https://doi.org/10.6018/educatio.465991
  • Alsina, Á. y Salgado, M. (2018). Land Art Math: una actividad STEAM para fomentar la competencia matemática en Educación Infantil. Edma 0-6: Educación Matemática en la Infancia, 7(1), 1-11. https://cutt.ly/xpXiMdv
  • Alsina, Á. y Acosta, J. (2017). Iniciación al álgebra en Educación Infantil a través del pensamiento computacional: una experiencia sobre patrones con robots educativos programables. Revista Iberoamericana de Educación Matemática, 1(52), 118-235. https://cutt.ly/Ygd3y03
  • Anderson, A. E., y Meier, J. A. (2016). Second-Graders Beautify for Butterflies. Journal of STEM Arts, Crafts, and Constructions, 1(2), 38-47. https://cutt.ly/PpXyHCR
  • Ata, A. y Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(2), 757-776. https://cutt.ly/Bgd3jgS
  • Baek, J. y Yoon, M. (2016). Development and Application of STEAM Education Program Based on Robots: Through a Theme-Based Robot Soccer. International Journal of Computer Science and Information Technology for Education, 1(1), 27–34. http://dx.doi.org/10.21742/ijcsite.2016.1.05
  • Bahri, S., Kusumawati, L. y Nuraini, L. (2017). STEAM Education Based on local wisdom of coffee plantation in Jember to improve the competitiveness at 21st Century. Pancaran Pendidikan, 6(3), 126-135. http://doi.org/10.25037/pancaran.v6i3.62
  • Bati, K., Ikbal, M., Çalişkan, I., Güneş, G. y Gül, S. (2018). Teaching the concept of time: A steam-based program on computational thinking in science education. Cogent Education, 5(1) 1-16. https://doi.10.1080/2331186X.2018.1507306
  • Borsay, K. D. y Foss, P. (2016). Third Graders Explore Sound Concepts through Online Research Compared to Making Musical Instruments. Journal of STEM Arts, Crafts, and Constructions, 1(1), 46-61. https://cutt.ly/egd8wZ3
  • Boy, G. (2013). From STEM to STEAM: Towar a Human-Centere Education. Creativity & Learning Thinking. Proceedings of the European Conference on Cognitive Ergonomics, 3, 1-7. https://doi.10.1145 / 2501907.2501934
  • Bush, S. B. y Cook, K. L. (2016). Constructing Authentic and Meaningful STEAM Experiences through University, School, and Community Partnerships. Journal of STEM Teacher Educacion, 51(1), 57-69. https://ir.library.illinoisstate.edu/jste/vol51/iss1/7
  • Chai, S. y Chun, S. (2015). The Effects of STEAM-based Programming Education with Robot on Creativity and Character of Elementary School Students. Journal of the Korean Association of Information Education, 19(2), 159-166. https://doi.org/10.14352/jkaie.2015.19.2.159
  • Chung, C.J. (2014). Integrated STEAM education throught global robotics art festival (GRAF). Ponencia presentada en IEE Integred STEM Education Conference (ISEC). Princeton. https://doi.10.1109/ISECon.2014.6891011
  • Cilleruelo, L. y Zubiaga, A. (2014). Una aproximación a la Educación STEAM. Prácticas educativas en la encrucijada arte, ciencia y tecnología, 1–18. https://cutt.ly/cgd4CpV
  • Cline, J. E., y Smith, B. A. (2016). Water Play. Journal of STEM Arts, Crafts, and Constructions, 1(2), 16-22. https://eric.ed.gov/?id=EJ1151177
  • Connor, A., Karmokar, S. y Whittington, C. (2015). From STEM to STEAM: Strategies for enhancing engineering & technology education. International Journal of Engineering Pedagogies, 5(2), 37-47. https://cutt.ly/gpXdF55
  • Cools, S., Conradie, P., Ciocci, M. C. y Saldien, J. (2017). Diorama Project: Development of a tangible medium to foster STEAM education using storytelling and electronics. Segunda Conferencia Internacional sobre Ecosistemas de Aprendizaje Inteligente y Desarrollo Regionales, Aveiro, Portugal. https://doi.org/10.1007/978-3-319-61322-2_17
  • Dougherty, D. (2013). The maker mindset. In Desing, make, play. Nueva York: Routledge. https://doi.org/10.4324/9780203108352
  • Engelman, S., Magerko, B., McKlin, T., Miller, M., Edwards, D., y Freeman, J. (2017) Creativity in Authentic STEAM Education with EarSketch. Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education – SIGCSE, 17, 183–188. hptts://doi.org/10.1145/3017680.3017763
  • Erwin, H. E. (2017). Full STEAM Ahead in Physical Education. Journal of Physical Education, Recreation & Dance, 88(1), 3–4. https//doi.org/10.1080/07303084.2016.1249759
  • Fulton, L. y Simpson-Steele, J. (2016). Reconciling the Divide: Common Processes in Science and Arts Education. Steam, 2(2), 1–8. https//doi.org/10.5642/steam.20160202.03
  • García-Carmona, A. (2020). STEAM, ¿una nueva distracción para la enseñanza de la ciencia? Ápice. Revista de Educación Científica, 4(2), 35-50. https://doi.org/10.17979/arec.2020.4.2.6533
  • Gates, A. E. (2017). Benefits of a STEAM Collaboration in Newark, New Jersey: Volcano Simulation Through a Glass-Making Experience. Journal of Geoscience Education, 65(1), 4–11. https//doi.org/10.5408/16-188.1
  • Graham, N. J. y Brouillette, L. (2016). Using Arts Integration to Make Science Learning Memorable in the Upper Elementary Grades: A Quasi-Experimental Study. Journal for Learning through the Arts, 12(1), 1–17. https//doi.10.21977/D912133442
  • Grant, M.J. y Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26, 91-108. https://doi.10.1111/j.1471-1842.2009.00848.x
  • Gray, P., Rule, A. C., Kirkland, G., Logan, S., Alert, A., y Mason, C. (2016). Learning Form and Function by Dance-Dramatizing Cultural Legends to Drum Rhythms Wearing Student-Made Animal Masks. Journal of STEM Arts, Crafts, and Constructions, 1(1), 75-97. https://cutt.ly/Agd7niR
  • Greca, I. (2018). La enseñanza STEAM en la educación primaria. En I.M. Greca y J.A. Meneses (Coords.), Proyectos STEAM para la educación primaria. Fundamentos y aplicaciones prácticas (pp. 19-39). Dextra Ediciones
  • Hamner, E. y Cross, J. (2013). Arts & Bots: Techniques for Distributing a STEAM Robotics Program through K-12 Classrooms. Proceeding of the Third IEE Integrated STEM Education Conference. Princeton. https://doi.10.1109/ISECon.2013.6525207
  • Herro, D. y Quigley, C. (2016). Exploring teacher’s perceptions of STEAM teaching through professional development: implications for teacher’s educators. Professional Development in Education, 43(3), 1-23. https://doi.10.1080/19415257.2016.1205507
  • Kim, H. y Chae, D. H. (2016). The Development and Application of a STEAM ProgramBased on Traditional Korean Culture. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1925–1936. https://doi.org/10.12973/eurasia.2016.1539a
  • Kim, B., H. y Kim, J. (2016). Development and Validation of Evaluation Indicators for Teaching Competency in STEAM Education in Korea. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1909–1924. https://doi.org/10.12973/eurasia.2016.1537a
  • Kim, P. W. (2016). The Wheel Model of STEAM Education Based on Traditional Korean Scientific Contents. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2353–2371. https://doi.org/10.12973/eurasia.2016.1263a
  • Kuhn, M., Greenhalgh, S., y Mcdermott, M. (2016). Using Creativity from Art and Engineering to Engage Students in Science. Journal of STEM Arts, Crafts, and Constructions, 1(2), 9-5. https://core.ac.uk/download/pdf/222989235.pdf
  • Lafuente, A y Horrillo, P. (2016). Cómo hacer un espacio maker. La aventura de aprender. https://cutt.ly/GflD7ox
  • Leong, J. (2017). Teaching Through A STEAM Network. (Queensland University of Technology). https://eprints.qut.edu.au/103761/
  • Magerko, B., Freeman, J., McKlin, T., Reilly, M., Livingston, E., McCoid, S. y Crews-Brown, A. (2016). EarSketch: A STEAM-based approach for underrepresented populations in high school computer science education. ACM Transactions on Computing Education, 16(4), 14-28. https://doi.org/10.1145/2886418
  • Ministerio de Educación y Formación Profesional (2020, septiembre 19). Educación de Calidad con Equidad [Infografía]. https://cutt.ly/agj8VzF
  • Moriwaki, K., Brucker-Cohen, J., Campbell, L., Saavedra, J., Stark, L. y Taylor, L. (2012). Scrapyard challenge Jr. adapting an art desing workshop to suppot STEM to STEAM learning experiences. (comunicación), Integrated STEM Education Conference. Ewing, N.Y. https://cutt.ly/Fgj866F
  • Myounghoon, J., Maryram, F., Jaclyn, B., Zackery, D., Ruimin, Z., Joseph, R. y Eric V. (2016). Making live theatre with multiple robots as actors bringing robots to rural schools to promote STEAM education for underserved students. (Conferencia) 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI). Nueva Zelanda. https://doi: 10.1109 / HRI.2016.7451798.
  • Park, H., Byun, S., Sim, J., Han, H. y Baek, Y. S. (2016). Teachers’ Perceptions and Practices of STEAM Education in South Korea. EURASIA Journal of Mathematics, Science & Technology Education, 12(7), 1739–1753. https://doi.org/10.12973/eurasia.2016.1531a
  • Perestelo-Pérez, L. (2013). Standars on how to develop and report systematic reviews in Psycology and Health. International Journal of Clinical anda Health Psychology, 13(1), 49-57. https://cutt.ly/pgf6D69
  • Ruiz, F., Zapatera, A., Montes, N., y Rosillo, N. (2019). Proyectos STEAM con LEGO Mindstorms para educación primaria en España. (Conferencia), International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INN2018.2018.8836
  • Rule, A., Atwood-Blaine, D., Edwards, C. y Gordon, M. (2016). Art-Integration through Making Dioramas of Women Mathematicians’ Lives Enhances Creativity and Motivation. Journal of STEM Arts, Crafts, and Constructions, 1(2), 84-103. https://cutt.ly/Igj4hUp
  • Samarakoon, D. y Smith, L. L. (2016). Who Moved Those Rain Clouds to Town? Making Windbirds to Learn about the Power of Wind. Journal of STEM Arts, Crafts, and Constructions, 1(2), 23-37. https://core.ac.uk/download/pdf/222989231.pdf
  • Sampieri, R., Fernández, C. y Baptista, P. (2014). Metodología de la investigación. McGraw-Hill.
  • Stoycheva, D. y Perkins, L. (2016). Three- and Four-Year Olds Learn about Gears through Arts Journal of STEM Arts, Crafts, and Constructions. Journal of STEM Arts, Crafts, and Constructions, 1(2), 67-83. https://cutt.ly/igf6K9z
  • Teske, J. y Pittman, P. (2016). Eighth Graders Explore Form and Function of Modern and Fossil Organisms. Journal of STEM Arts, Crafts, and Constructions, 2(1), 79-94. https://cutt.ly/Sgj4RJ6
  • Toma, R. B. y García-Carmona, A. (2021). «De STEM nos gusta todo menos STEM»: análisis crítico de una tendencia educativa de moda. Enseñanza de las Ciencias, 39(1), 65-80. https://doi.org/10.5565/rev/ensciencias.3093
  • Toma, R. B., y Retana-Alvarado, D. A. (2021). Mejora de las concepciones de maestros en formación de la educación STEM. Revista Iberoamericana de Educación, 87(1), 15-33. https://doi.org/10.35362/rie8714538
  • Tsurusaki, B., Tzou, C., Conner, L. y Guthrie, M. (2017). 5th - 7th Grade Girls’ Conceptions of Creativity: Implications for STEAM Education. Creative Education, 8(2), 255-271. https://doi.org/10.4236/ce.2017.82020
  • Ugras, M. (2018). The Effect of STEM Activities on STEM Attitudes, Scientific Creavity and Motivation Beliefs of the Students and Their Views on STEM Education, International Online Journal of Educational Sciences, 10(5), 165-182. https://doi.10.15345/iojes.2018.05.012
  • Yakman, G. (2019). STEAM- An Educational Framework to Relate Things to Each Other and Reality. K12 Digest. https://cutt.ly/YpXYkHg
  • Yakman, G. (2010). What is the point of STEAM?-A Brief Overview. https://cutt.ly/PpXYT3b
  • Yakman, G. (2008a). STEAM Education: an overiew of creating a model of integrative education. En M.J. DE Vries (Ed.). PATT-17 and PATT-19 Proceedings (pp. 335-358). Reston, V.A: ITTEA. https://cutt.ly/Lgj7edP
  • Yakman, G. (2008b). STEM Pedagogical Commons for Contextual Learning: How Fewer Teaching Divisions Can Provide More Relevant Learning Connections? STEAM Education Pedagogy. https://steamedu.com/pyramiddev/
  • Yakman, G. y Lee, H. (2012). Exploring the Exemplary Education in the U.S. as a Practical Educational Framework for Korea. Journal of Korea Association Science Education, 32(6), 1072-1086. https://cutt.ly/ugf65v0
  • Yakman, G. y Lee, H. (2012) From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. ART education, 69(6), 44-49. https://doi.org/10.1080/00043125.2016.1224873
  • Zamorano, T., García, Y. y Reyes, D. (2018). Educación para el sujeto del s XXI: principales características del enfoque STEAM desde la mirada educacional. Contextos: Estudios de Humanidades y Ciencias Sociales, 41, 4-21. https://cutt.ly/jgj7RSI
Fonte de datos: Dialnet