Implementation and Didactic Validation of STEM Experiences in Primary Education: Analysis of the Cognitive and Affective Dimension

Several studies highlight the need to improve STEM competencies from an early age, where the first attitudes and vocations toward these subjects begin to be forged. This research pursued two general objectives: First, to analyze the cognitive and affective dimension of primary education students in relation to STEM content, using a sample of 801 students. Second, to implement and validate STEM experiences as didactic strategies that improve the teaching/learning of these areas in students aged 10–12, using a sample of 455 students. The design of the research was quasi-experimental with pretest, posttest, control, and experimental groups, analyzing both cognitive and affective variables. The inferential statistical analysis of the obtained data reveals that STEM education promotes a positive evolution in the students both in the learning and emotional variables, existing statistically significant differences compared to a traditional methodology

Effectiveness of an intervention for improving drug prescription in primary care patients with multimorbidity and polypharmacy:Study protocol of a cluster randomized clinical trial (Multi-PAP project)

This study was funded by the Fondo de Investigaciones Sanitarias ISCIII (Grant Numbers PI15/00276, PI15/00572, PI15/00996), REDISSEC (Project Numbers RD12/0001/0012, RD16/0001/0005), and the European Regional Development Fund ("A way to build Europe").Background: Multimorbidity is associated with negative effects both on people's health and on healthcare systems. A key problem linked to multimorbidity is polypharmacy, which in turn is associated with increased risk of partly preventable adverse effects, including mortality. The Ariadne principles describe a model of care based on a thorough assessment of diseases, treatments (and potential interactions), clinical status, context and preferences of patients with multimorbidity, with the aim of prioritizing and sharing realistic treatment goals that guide an individualized management. The aim of this study is to evaluate the effectiveness of a complex intervention that implements the Ariadne principles in a population of young-old patients with multimorbidity and polypharmacy. The intervention seeks to improve the appropriateness of prescribing in primary care (PC), as measured by the medication appropriateness index (MAI) score at 6 and 12months, as compared with usual care. Methods/Design: Design:pragmatic cluster randomized clinical trial. Unit of randomization: family physician (FP). Unit of analysis: patient. Scope: PC health centres in three autonomous communities: Aragon, Madrid, and Andalusia (Spain). Population: patients aged 65-74years with multimorbidity (≥3 chronic diseases) and polypharmacy (≥5 drugs prescribed in ≥3months). Sample size: n=400 (200 per study arm). Intervention: complex intervention based on the implementation of the Ariadne principles with two components: (1) FP training and (2) FP-patient interview. Outcomes: MAI score, health services use, quality of life (Euroqol 5D-5L), pharmacotherapy and adherence to treatment (Morisky-Green, Haynes-Sackett), and clinical and socio-demographic variables. Statistical analysis: primary outcome is the difference in MAI score between T0 and T1 and corresponding 95% confidence interval. Adjustment for confounding factors will be performed by multilevel analysis. All analyses will be carried out in accordance with the intention-to-treat principle. Discussion: It is essential to provide evidence concerning interventions on PC patients with polypharmacy and multimorbidity, conducted in the context of routine clinical practice, and involving young-old patients with significant potential for preventing negative health outcomes. Trial registration: Clinicaltrials.gov, NCT02866799Publisher PDFPeer reviewe

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

Programa de Doctorado en Investigación en la Enseñanza y el Aprendizaje de las Ciencias Experimentales, Sociales, Matemáticas y la Actividad Física y Deportiva/ Research in the Teaching and Learning of Experimental Sciences, Social, Mathematics and Sport and Physical Activity por la Universidad de Extremadura y la Universidad de HuelvaLa presente Tesis Doctoral se enmarca dentro de la línea de investigación enfocada al desarrollo, implementación y validación de recursos didácticos basados en la educación integrada en STEM (Science, Technology, Engineering, Mathematics) para mejorar la enseñanza científico-tecnológica desde las primeras edades educativas. El primer objetivo ha sido diagnosticar y valorar el dominio cognitivo y el dominio afectivo del alumnado de Educación Primaria y del maestro en formación ante la enseñanza-aprendizaje de las áreas STEM. El segundo objetivo ha estado dirigido a diseñar, implementar y validar talleres integrados en STEM para la enseñanza de contenidos científico-tecnológicos en Educación Primaria. Se ha contado con diferentes muestras objeto de estudio. Específicamente, se ha tenido acceso a 2417 alumnos de distintos niveles de la etapa primaria y a 606 estudiantes del Grado en Educación Primaria. Estas muestras se dividieron en diferentes grupos constituyéndose submuestras en función de las fases de la investigación. Los datos obtenidos en la fase de diagnóstico revelan la existencia de bajos niveles de conocimiento y competencias STEM en el alumnado de primaria y en los maestros en formación, así como un notable descenso en la manifestación de emociones positivas a lo largo de la escolarización. Las intervenciones realizadas en la fase de intervención ponen de manifiesto que la metodología integrada en STEM produce notables mejoras en el dominio cognitivo y afectivo de los maestros en formación y del alumnado de primaria. En consecuencia, se concluye que la educación STEM tiene un impacto positivo en los estudiantes de distintas etapas educativas.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

Diseño y determinación experimental de la utilidad didáctica de una intervención basada en mapas conceptuales para el estudio del bloque de “la materia” en 4º de primaria. Análisis comparativo de diferentes editoriales

En este trabajo se ha realizado un estudio comparativo entre una metodología para la enseñanza del bloque de “la materia” basada en lo considerado tradicional, frente a una metodología experimental fundamentada en la realización de una intervención didáctica que utiliza mapas conceptuales como recurso. El estudio se ha llevado a cabo en un centro educativo de la provincia de Badajoz con 78 alumnos de 4º de educación primaria, que se han dividido en dos grupos experimentales y dos grupos de control. El objetivo principal ha consistido en averiguar las diferencias existentes entre los métodos educativos seleccionados, en términos del aprendizaje que adquieren los alumnos de 4º de educación primaria. Los resultados obtenidos han mostrado la eficacia de la metodología didáctica utilizada en los grupos experimentales frente a la utilizada en los grupos de control. Asimismo, los resultados han revelado que los alumnos del grupo de control no recuerdan a largo plazo los contenidos enseñados de forma tradicional, lo que parece estar relacionado con un aprendizaje más memorístico. En cambio, los alumnos de los grupos experimentales que utilizaron mapas conceptuales, tuvieron un aprendizaje más significativo de los contenidos. Adicionalmente, se ha llevado a cabo un análisis comparativo a través de mapas conceptuales de los libros de texto de 4º de Primaria de diferentes editoriales para el tema específico, con el fin de encontrar cual es la que más se ajusta a nuestros intereses. Los resultados obtenidos nos permiten concluir que los mapas conceptuales constituyen un importante recurso de mejora en la adquisición de conocimientos científicos. Sin embargo, creemos que ambas metodologías de enseñanza (la tradicional y la experimental de este trabajo) son complementarias para propiciar un aprendizaje significativo y aumentar el grado de implicación de los alumnos en las asignaturas de Ciencias Naturales. Consideramos por tanto que la metodología tradicional no ha de ser eliminada, sino renovada para el interés del alumnado hacia el áreaExtremaduraES

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 basado en el de la publicaciónResumen en inglésTrabajo enmarcado dentro de la línea de investigación enfocada al desarrollo, implementación y validación de recursos didácticos en la educación integrada en STEM (Science, Technology, Engineering, Mathematics) para mejorar la enseñanza científico-tecnológica desde las primeras edades educativas. Tiene dos objetivos generales: por un lado, diagnosticar y valorar el dominio cognitivo y el dominio afectivo del alumnado de Educación Primaria y del maestro en formación ante la enseñanza-aprendizaje de las áreas STEM y, por otro lado, diseñar, implementar y validar talleres integrados en STEM para la enseñanza de contenidos científico-tecnológicos en Educación Primaria. Los resultados obtenidos en la fase de diagnóstico revelan la existencia de bajos niveles de conocimiento STEM en el alumnado de primaria y en los maestros en formación. Con respecto a las variables del dominio afectivo, se observa un notable descenso en la manifestación de emociones positivas a lo largo de la escolarización, siendo los contenidos de Física y Química y Matemáticas en los que se acentúan las emociones negativas. No obstante, los resultados sugieren que las emociones negativas hacia las áreas de STEM pueden erradicarse mediante metodologías activas que permitan la participación de los escolares en el proceso educativo. Los resultados en la fase de diagnóstico sirvieron como base para la fase de diseño, implementación y validación de los talleres STEM. Las intervenciones realizadas con los maestros en formación, utilizando la metodología integrada en STEM, han producido notables mejoras en su dominio cognitivo y en su autoeficacia docente, pues aumenta favorablemente el nivel de conocimiento inicial, y sus capacidades didácticas tras las intervenciones. Por otro lado, las realizadas con los alumnos de primaria también validan la eficacia de los talleres STEM. Los alumnos que aprendieron los contenidos mediante un taller STEM, asimilaron de forma más satisfactoria los conocimientos, adquiriendo un aprendizaje significativo respecto al alumnado de los grupos de control. Asimismo, aún sabiendo que el alumnado de primaria manifiesta generalmente emociones positivas hacia el aprendizaje científico-tecnológico, se observan mejores resultados emocionales y actitudinales en el alumnado de los grupos experimentales que aprendió los contenidos mediante STEMExtremaduraES

Análisis cognitivo y emocional de los beneficios didácticos del uso de talleres STEM en primaria

Many institutions and educational experts have developed programmes based on integrated STEM teaching owing to the benefits associated with the approach. The aim of this study is to analyse the pedagogical benefits of STEM workshops (experimental group) versus an academic-expository methodology (control group). The sample for the study comprised over 200 5th- and 6th-class primary school pupils, and data were collected using questionnaires designed to assess cognitive and emotional variables. The results showed that pupils in the experimental group maintained their acquired learning in the long term while those in the control group returned to their initial level of knowledge, thus confirming the effectiveness of STEM workshops as a methodological strategy in the primary school classroom. At an emotional level, the experimental group manifested emotions such as fun and satisfaction for the most part, while pupils in the control group manifested emotions such as boredom and anger.Muchas instituciones y expertos en educación han desarrollado programas basados en la enseñanza integrada en STEM (Science, Technology, Engineering, Mathematics) debido a los beneficios asociados a la misma. Nuestro objetivo ha sido analizar la efectividad didáctica de talleres STEM (grupo experimental) frente a la metodología académico-expositiva (grupo control). Participaron más de 200 estudiantes de 5º y 6º de primaria. Se diseñaron varios cuestionarios para valorar variables cognitivas y afectivas. Los datos confirman la efectividad de los talleres STEM como estrategia metodológica en el aula de primaria, al observarse que el grupo experimental mantiene los aprendizajes adquiridos a largo plazo y el grupo control vuelve a su nivel de conocimientos inicial. A nivel afectivo, se observó que el grupo experimental manifestó mayoritariamente emociones como diversión o satisfacción y los estudiantes del grupo control manifestaron emociones como aburrimiento y enfado

Cognitive and Emotional Development of STEM Skills in Primary School Teacher Training through Practical Work

Several studies highlight that trainee primary school teachers show negative emotions towards learning and teaching STEM subjects with low levels of teacher self-efficacy in these areas. The general objective of this research was to analyse the cognitive, emotional and didactic development of STEM competences in trainee primary school teachers. Practical STEM experiences were designed and implemented to promote a positive evolution in the cognitive, affective and self-efficacy domains of future primary school teachers. A quasi-experimental research design was followed with a control group, experimental group, pre-test and post-test. The teaching methodology used was considered as the independent variable and the level of knowledge, the level of teaching self-efficacy and the emotions experienced when learning and teaching STEM content were considered as dependent variables. A non-probabilistic sample of 345 trainee primary school teachers took part in the study. The results led to the development of more than 70 STEM workshops. The inferential statistical analysis revealed the existence of statistically significant differences in all the variables of the study, detecting a positive evolution of the trainee teachers at a didactic, competence and emotional level. It is concluded that the use of practical STEM activities may lead to an improvement in the professional development of teachers and in the quality of science and technology teaching

Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective

Several international institutions emphasize the need to develop a comprehensive education in STEM areas (Science, Technology, Engineering, Mathematics) to improve learning, competences and student perception of these subjects. The general objective of this study was to analyze the teaching effectiveness, from a cognitive and emotional perspective, of a STEM workshop versus an academic-expositional methodology in the science classroom in primary education. The research design was quasi-experimental with a control group, an experimental group, a pre-test and two post-tests. By means of a randomized probabilistic sampling, 256 students between 10 and 12 years old participated. Cognitive, emotional, attitudinal and gender variables were analyzed according to two teaching methodologies, an expository academic methodology for the control group and an active methodology based on the development of a practical STEM workshop for the experimental group. The results reveal that both methodologies are equally effective in short-term learning, but statistically significant differences are found in long-term learning, in favor of STEM workshops. Likewise, the STEM workshop mainly generates positive emotions and attitudes in the students compared to the transmission-reception methodology applied with the control group

Development of STEM Instructional Resources for Teaching Optics to Teachers-in-Training: Influence on Learning and Teacher Self-Efficacy

Studies related to teacher training in primary education indicate a lack of knowledge, low levels of teaching self-efficacy, and negative emotions towards the teaching of physics. The main objective of this research was to compare the influence of two teaching methodologies on the learning and teaching self-efficacy of teachers-in-training on optics content related to light and color. The research design was quasi-experimental with control and experimental groups, a pre-test, and two post-tests. A non-probabilistic sample of 173 trainee primary school teachers was used. The control group used an academic–expositional teaching methodology, and the experimental group used a practical methodology based on the use of STEM teaching tools. Measuring instruments were designed and applied before and after the interventions to measure the evolution of cognitive and competence variables of the participating sample, depending on the methodology applied, both in the short and long term. The results reveal statistically significant improvements between the control group and the experimental group, both in the knowledge level variable and in the teaching self-efficacy variable