Concepciones del alumnado sobre ingeniería y sus conexiones con las matemáticas y las ciencias

• Rodrigues-Silva, Jefferson ^[3] ; Silva-Hormazábal , Marcela ^[1] ; Alsina, Ángel ^[2]
  1. [1] Universidad Austral de Chile

     Universidad Austral de Chile

     Valdivia, Chile

     
  2. [2] Universitat de Girona

     Universitat de Girona

     Gerona, España

     
  3. [3] Instituto Federal de Minas Gerais

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• Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 41, Nº 3, 2023, págs. 33-51
• Idioma: español
• DOI: 10.5565/rev/ensciencias.5753
• Títulos paralelos:
  • Students’ Conceptions of Engineering and its Connections with Mathematics and Science
• Enlaces
  • Texto completo
• Resumen
  • español

    Considerando la incorporación progresiva de la competencia STEM en el currículo de educación primaria, se exploran las concepciones del alumnado sobre la ingeniería. Para ello, se ha aplicado el instrumento validado Draw an Engineer Test (mDAET) a 18 estudiantes españoles de 10 a 11 años. Los datos obtenidos a partir de una metodología mixta (por un lado, estadística descriptiva y pruebas no paramétricas, y, por otro, análisis de contenido) muestran que el alumnado participante presenta nociones estereotipadas de la ingeniería como actividades manuales, desarrolladas en ambientes de trabajo de campo y de forma individual. Además, identifican un uso simplista de las matemáticas y no visualizan el uso de las ciencias en ingeniería. Se defiende que es necesario el desarrollo profesional docente para abordar estas concepciones y, así, avanzar hacia la educación interdisciplinar STEM o STEAM.

  • English

    Considering the progressive incorporation of the STEM competence in the primary education curriculum in Spain, students’ conceptions of engineering are explored. For this purpose, we conducted the validated instrument Draw an Engineer Test (mDAET) to 18 Spanish students aged 10 to 11. The data obtained from a mixed methodology –on the one hand, descriptive statistics and non-parametric tests; on the other, content analysis– show that the participating students present stereotypical notions of engineering as manual activities developed in fieldwork environments and individually. Furthermore, they identify a simplistic use of mathematics and fail to recognise the role of science in engineering. Teacher professional development is argued to be necessary to address these conceptions and thus move towards interdisciplinary STEM or STEAM education.

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