文章基本信息

标题：Integración de las actividades STEM en libros de texto.
其他标题：Integration of STEM activities in textbooks
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作者：Cristian Andres Ferrada Ferrada ; Danilo Antonio Díaz Levicoy ; Francisco Javier Carrillo Rosúa 等
期刊名称：Revista Fuentes
印刷版ISSN：1575-7072
电子版ISSN：2172-7775
出版年度：2021
卷号：1
期号：23
页码：91-107
DOI：10.12795/revistafuentes.2021.v23.i1.8878
出版社：Universidad de Sevilla
摘要：The STEM educational perspective is rising and it s consistent with the competence approach incorporated in educational law. The aim of this work is to analyze to what extent the Primary Education Sciences textbooks in Spain and Chile are aligned with this STEM perspective. Following a content analysis methodology, in the 12 widely disseminated analyzed textbooks, 462 activities were identified. Among them, 164 (less than 50%) are related with, at least, one STEM area. These activities were classified according to the integrated curriculum analysis model, which proposes six ways to approach the integration of an activity.The “linked approach” shows a greater relevance in Spanish (50%) and Chilean textbooks (46%). In adition, the activities were classified according to an adaptation of the environmental education perspective approach. Among 5 existing approaches, the “experiential” (60) and the “praxique” (50) are the most prevalent approaches. The findings reveal the need to increase the relationship among disciplines to achieve a truly integrated STEM approach.
其他摘要：The STEM educational perspective is rising and it s consistent with the competence approach incorporated in educational law. The aim of this work is to analyze to what extent the Primary Education Sciences textbooks in Spain and Chile are aligned with this STEM perspective. Following a content analysis methodology, in the 12 widely disseminated analyzed textbooks, 462 activities were identified. Among them, 164 (less than 50%) are related with, at least, one STEM area. These activities were classified according to the integrated curriculum analysis model, which proposes six ways to approach the integration of an activity.The “linked approach” shows a greater relevance in Spanish (50%) and Chilean textbooks (46%). In adition, the activities were classified according to an adaptation of the environmental education perspective approach. Among 5 existing approaches, the “experiential” (60) and the “praxique” (50) are the most prevalent approaches. The findings reveal the need to increase the relationship among disciplines to achieve a truly integrated STEM approach.
关键词：Enfoques de integración; Enfoque de perspectivas; Educación STEM; Libros de texto; Actividades; Educación Primaria