¿Qué sabemos del posicionamiento STEM del alumnado? Una revisión sistemática de la literatura

Carme Grimalt-Álvaro; Digna Couso

doi:10.6018/rie.467901

Autores/as

Carme Grimalt-Álvaro Universitat Rovira i Virgili https://orcid.org/0000-0002-5314-7706
Digna Couso Universitat Autònoma de Barcelona https://orcid.org/0000-0003-4253-5049

DOI: https://doi.org/10.6018/rie.467901

Palabras clave: identificación, educación STEM, alumnado, revisión de la literatura

Agencias de apoyo

Ministerio de Ciencia, Innovación y Universidades
AGAUR

Resumen

El auge de la perspectiva educativa STEM (ciencia, tecnología, ingeniería y matemáticas, por sus siglas en inglés) en la investigación e innovación educativa ha dado lugar a la publicación de numerosos estudios que analizan la evolución del posicionamiento del alumnado hacia las disciplinas y actividades STEM. El objetivo de este estudio es sintetizar las principales contribuciones de estas investigaciones en la etapa escolar obligatoria con un especial foco en el interés, la capacidad, la autoeficacia y las aspiraciones. Se ha realizado una revisión sistemática de publicaciones de los últimos 10 años (2011-2021) en las bases de datos más relevantes y siguiendo el modelo de la declaración PRISMA (Moher et al., 2009). El análisis temático de los 73 documentos incluidos constata la diversidad de aproximaciones al estudio de la identidad STEM, abordada desde un enfoque disciplinario o como identidad global. Se evidencian limitaciones relacionadas con alguno de los constructos considerados en el desarrollo de la identidad STEM que provocan desigualdades en el alumnado. Sin embargo, la influencia mutua entre los diversos constructos considerados permite profundizar en la caracterización de la identidad STEM del alumnado y orientar estrategias educativas que promuevan el desarrollo de una identidad STEM positiva.

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