Diseño y validación de metodologías didácticas aplicadas en el aula de educación primaria para mejorar el dominio cognitivo y emocional en la enseñanza/aprendizaje de competencias stem

Resumen

This doctoral thesis is part of the research line focused on the development, implementation and validation of teaching resources based on integrated education in STEM (Science, Technology, Engineering, Mathematics) to improve scientific-technological education from the earliest educational ages. The first objective was to diagnose and assess the cognitive and affective domain of primary school pupils and trainee teachers in relation to the teaching-learning of STEM areas. The second objective was aimed at designing, implementing and validating integrated STEM workshops for teaching scientific-technological content in Primary Education. Different samples have been used as the object of study. Specifically, we have had access to 2417 students from different levels of the primary stage and 606 students of the Degree in Primary Education. These samples were divided into different groups, forming sub-samples according to the phases of the research. The data obtained in the diagnostic phase reveal the existence of low levels of STEM knowledge and competences in primary school students and trainee teachers, as well as a notable decrease in the manifestation of positive emotions throughout schooling. The interventions carried out in the intervention phase show that the STEM-integrated methodology produces notable improvements in the cognitive and affective domains of trainee teachers and primary school pupils. Consequently, it is concluded that STEM education has a positive impact on students at different educational stages.