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


DOI: https://doi.org/10.6018/rie.467901
Palabras clave: identificación, educación STEM, alumnado, revisión de la literatura


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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Cómo citar
Grimalt-Álvaro, C., & Couso, D. (2022). ¿Qué sabemos del posicionamiento STEM del alumnado? Una revisión sistemática de la literatura. Revista de Investigación Educativa, 40(2), 531–547. https://doi.org/10.6018/rie.467901