CHALLENGES AND OPPORTUNITIES TO TEACHING INQUIRY APPROACHES BY STE(A)M PROJECTS IN THE PRIMARY EDUCATION CLASSROOM

Teresa Lupión-Cobos; José Ignacio Crespo-Gómez; Cristina García-Ruiz

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CHALLENGES AND OPPORTUNITIES TO TEACHING INQUIRY APPROACHES BY STE(A)M PROJECTS IN THE PRIMARY EDUCATION CLASSROOM

Title	CHALLENGES AND OPPORTUNITIES TO TEACHING INQUIRY APPROACHES BY STE(A)M PROJECTS IN THE PRIMARY EDUCATION CLASSROOM
Publication Type	Journal Article
Year of Publication	2023
Authors	Lupión-Cobos, T, Crespo-Gómez, JI, García-Ruiz, C
Journal	Journal of Baltic Science Education
Volume	22
Issue	3
Start Page	454-469
Pagination	Continuous
Date Published	June/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	Active learning, primary school teacher, teacher skills, teaching fundamental sciences
Abstract	This study analyses the teachers' perceptions of their capacity for designing and developing STE(A)M projects in a professional development programme (PD) conducted through a collaborative educational research project carried out between the University and the centres by the IndagaSTEAM Escuela project. Incorporating STEAM education in the classroom poses various challenges to teachers, among other aspects, associated with conceptualising, designing and applying the curricular integration of STE(A)M subjects, requiring training programs updates for this purpose. Hence, the design developed promotes applying an inquiry-based approach and adapting the integrative STE(A)M curriculum in the Primary Education classroom. Challenges and opportunities of the teachers' involvement have been analysed as a case study undertaken longitudinally between 2019 and 2022. Data have been compiled from a varied typology (rubrics evaluation, ad hoc interviews and questionnaires, using the Likert scale), which give an account of the global perception these educators have, on the one hand, of STE(A)M education and the inquiry approach and, on the other hand, of the collaborative learning scenario from the framework used.
URL	https://oaji.net/articles/2023/987-1687108197.pdf
DOI	10.33225/jbse/23.22.454
Refereed Designation	Refereed
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