«De STEM nos gusta todo menos STEM»análisis crítico de una tendencia educativa de moda

Referencias bibliográficas

• AAAS (American Association for the Advancement of Science) (1993). Benchmarks for science literacy. Nueva York: Oxford University Press.
• Acevedo-Díaz, J. A. (1994). Los futuros profesores de Enseñanza Secundaria ante la sociología y la epistemología de las ciencias: Un enfoque CTS. Revista Interuniversitaria de Formación del Profesorado, 19, 111-125.
• Acevedo-Díaz, J. A. (1995). Educación Tecnológica desde una perspectiva CTS. Una breve revisión del tema. Alambique. Didáctica de las Ciencias Experimentales, 3, 75-84.
• Acevedo-Díaz, J. A. y García-Carmona, A. (2016). «Algo antiguo, algo nuevo, algo prestado». Tendencias sobre la naturaleza de la ciencia en la educación científica. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13(1), 3-19.
• Aikenhead, G. (2005). Educación Ciencia-Tecnología-Sociedad (CTS): una buena idea o como quiera que se le llame. Educación Química, 16(2), 114-124.
• Aikin, W. M. (1942). The story of the Eight-Year study: With conclusions and recommendations. Nueva York: Harper & Brothers.
• Akerson, V. L., Burgess, A., Gerber, A., Guo, M., Khan, T. A. y Newman, S. (2018). Disentangling the meaning of STEM: Implications for science education and science teacher education. Journal of Science Teacher Education, 29(1), 1-8. https://doi.org/10.1080/1046560X.2018.1435063
• Breiner, J. M., Harkness, S. S., Johnson, C. C. y Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. https://doi.org/10.1111/j.1949-8594.2011.00109.x
• Bybee, R. W. (2013). The case for STEM education. Challenges and opportunities. Arlington, VA: NSTA press.
• Capraro, R. M. y Slough, S. W. (2013). Why PBL? Why STEM? Why Now? An introduction to STEM Project-Based Learning: An integrated Science, Technology, Engineering, and Mathematics approach. En R. M. Capraro y J. R. Morgan (Eds.), STEM Project-Based Learning an Integrated Science, Technology, Engineering, and Mathematics (STEM) approach (pp. 1-5). Rotterdam: Sense.
• Carter, L. (2017). Neoliberalism and STEM education: Some Australian policy discourse. Canadian Journal of Science, Mathematics and Technology Education, 17, 247-257. https://doi.org/10.1080/14926156.2017.1380868
• Condliffe, B. (2017). Project-Based Learning: A literature review. Working Paper. MDRC. Obtenido de https://files.eric.ed.gov/fulltext/ED578933.pdf
• Couso, D. L. y Grimalt-Álvaro, C. (2019). STEM is for you: Experiences in raising self-efficacy from the STEAM4U project. Barcelona: Universitat Autónoma de Barcelona.
• Czerniak, C. M., Weber, W. B., Sandmann, A. y Ahern, J. (1999). A literature review of science and mathematics integration. School Science and Mathematics, 99(8), 421-430.
• Dare, E. A., Ellis, J. A. y Roehrig, G. H. (2018). Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study. International Journal of STEM Education, 5(4), 1-19. https://doi.org/10.1186/s40594-018-0101-z
• Domènech-Casal, J. (2018). Aprendizaje Basado en Proyectos en el marco STEM: componentes didácticas para la Competencia Científica. Ápice. Revista de Educación Científica, 21(2), 29-42.
• Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61-65.
• García-Carmona, A. y Cruz-Guzmán, M. (2016). ¿Con qué vivencias, potencialidades y predisposiciones inician los futuros docentes de Educación Primaria su formación en la enseñanza de la ciencia? Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13(2), 440-458. https://doi.org/10498/18299
• Gardner, K., Glassmeyer, D. y Worthy, R. (2019). Impacts of STEM professional development on teachers’ knowledge, self-efficacy, and practice. Frontiers in Education, 4(26), 1-10. https://doi.org/10.3389/feduc.2019.00026
• Gardner, M. y Tillotson, J. W. (2019). Interpreting integrated STEM: Sustaining pedagogical innovation within a public middle school context. International Journal of Science and Mathematics Education, 17, 1283-1300. https://doi.org/10.1007/s10763-018-9927-6
• George, P. S. (1996). The integrated curriculum: A reality check. Middle School Journal, 28, 12-19.
• Gil, D. (1994). El currículo de ciencias en la educación secundaria obligatoria: ¿área o disciplinas? ¡Ni lo uno ni lo otro, sino todo lo contrario! Infancia y Aprendizaje, 17(65), 19-30.
• Guerra, J. M. (1984). Ciencia integrada en España: Un análisis del curriculum. Enseñanza de las Ciencias, 2(3), 170-174.
• Guitart, F. y Lope, S. (2019). Y tú, ¿te proteges del sol? Un proyecto STEM con mirada científica. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 16(3), 3202. http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i3.3202
• Guzey, S. S., Harwell, M. y Moore, T. (2014). Development of an instrument to assess attitudes toward Science, Technology, Engineering, and Mathematics (STEM). School Science and Mathematics, 114(6), 271-279. https://doi.org/10.1111/ssm.12077
• Haggis, S. y Adey, P. (1979). A review of integrated science education worldwide. Studies in Science Education, 6(1), 69-89. https://doi.org/10.1080/03057267908559869
• Hennessy, S., Ruthven, K. y Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155-192. https://doi.org/10.1080/0022027032000276961
• Honey, M., Pearson, G. y Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.
• Kanderakis, N. (2016). The mathematics of high school physics. Science & Education, 25(7-8), 837-868. https://doi.org/10.1007/s11191-016-9851-5
• Kelley, T. R. y Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11), 1-11. https://doi.org/10.1186/s40594-016-0046-z
• Kim, H. y Chae, D. H. (2016). The development and application of a STEAM program based on traditional Korean culture. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1925-1936. https://doi.org/10.12973/eurasia.2016.1539a
• Krug, D. y Shaw, A. (2016). Reconceptualizing ST®E(A)M(S) Education for teacher education. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 183-200.
• Li, Y., Froyd, J. E. y Wang, K. (2019). Learning about research and readership development in STEM education: A systematic analysis of the journal’s publications from 2014 to 2018. International Journal of STEM Education, 6(19), 1-8. https://doi.org/10.1186/s40594-019-0176-1
• Marder, M. (2013). A problem with STEM. CBE-Life Sciences Education, 12, 148-150. https://doi.org/10.1187/cbe.12-12-0209
• Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J. y Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799-822. https://doi.org/10.1002/sce.21522
• Montero, L. y García-Carmona, A. (2018). Políticas, investigación y prácticas en la formación inicial del profesorado de ciencias en España. En A. F. Cachapuz, A. Shigunov Neto y I. Fortunato (Eds.), Formação inicial e continuada de professores de ciências: o que se pesquisa no Brasil, Portugal e Espanha (pp. 318-345). São Paulo: Edições Hipótese.
• Moore, T., Stohlmann, M., Wang, H., Tank, K., Glancy, A. y Roehrig, G. (2014). Implementation and integration of engineering in K-12 STEM education. En S. Purzer, J. Strobel y M. Cardella (Eds.), Engineering in Pre-College Settings: Synthesizing Research, Policity, and Practices (pp. 35-60). West Lafayette: Purdue University Press.
• Milner-Bolotin, M. (2018). Evidence-based research in STEM teacher education: From theory to practice. Frontiers in Education, 3(92), 1-9. https://doi.org/10.3389/feduc.2018.00092
• NGSS Lead States. (2013). The Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press.
• Pleasants, J. y Olson, J. K. (2019). What is engineering? Elaborating the nature of engineering for K-12 education. Science Education, 103(1), 145-166. https://doi.org/10.1002/sce.21483
• Ring, E. A., Dare, E. A., Crotty, E. A. y Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 25(5), 444-467. https://doi.org/10.1080/1046560X.2017.1356671
• Sanders, M. (2009). STEM, STEM education, STEM mania. Technology Teacher, 68(4), 20-26.
• Sanmartí, N. y Márquez, C. (2017). Aprendizaje de las ciencias basado en proyectos: del contexto a la acción. Ápice. Revista de Educación Científica, 1(1), 3-16.
• STEM Task Report (2014). Innovate: A blueprint for science, technology, engineering, and mathematics in California public education. California: Carifornians Dedicated to Education Foundation. Obtenido de https://www.cde.ca.gov/pd/ca/sc/documents/innovate.pdf
• Stubbs, K. y Yanco, H. (2009) STREAM: A workshop on the use of robotics in K-12 STEM Education. IEEE Robotics & Automation Magazine, 16(4). https://doi.org/10.1109/MRA.2009.934830
• Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation. Obtenido de http://www.bobpearlman.org/BestPractices/PBL_Research.pdf
• Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., Depaepe, F. et al. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), 02. https://doi.org/10.20897/ejsteme/85525
• Toma, R. B. y Greca, I. M. (2018). The effect of integrative STEM instruction on elementary student’s attitudes toward Science. Eurasia Journal of Mathematics, Science and Tecnology Education, 14(4), 1383-1395. https://doi.org/10.29333/ejmste/83676
• Toma, R. B., Lederman, N. G., Jiménez, J. P. y Meneses-Villagrá, J. A. (2019). Exploring students’ acceptance of coding activities during integrative STEM lessons. Comunicación presentada en la conferencia internacional NARST 2019 Annual International Conference. Baltimore, MD.
• Tsai, H. Y., Chung, C. C. y Lou, S. J. (2018). Construction and development of iSTEM learning model. Eurasia Journal of Mathematics and Technology Education, 14(1), 15-32. https://doi.org/10.12973/ejmste/78019
• Weinstein, M., Blades, D. y Gleason, S. (2016). Questioning power: Deframing the STEM discourse. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 201-212. https://doi.org/10.1080/14926156.2016.1166294
• Zeidler, D. L. (2016). STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response. Cultural Studies of Science Education, 11(1), 11-26. https://doi.org/10.1007/s11422-014-9578-z
• Zhang, H. y He, H. (2012). Student perception of the integrated «Science Education» major in some Chinese universities. International Journal of Science Education, 34(13), 1991-2013. https://doi.org/10.1080/09500693.2012.709332
• Zollman, A. (2012). Learning for STEM literacy: STEM literacy for learning. School Science and Mathematics, 112(1), 12-19. https://doi.org/10.1111/j.1949-8594.2012.00101.x