Derrigorrezko Bigarren Hezkuntza etapako irakasleen pertzepzioa STEM hezkuntza-ereduarekiko

  1. Patricia Aránzazu González Atutxa 1
  2. Unai Carmona Igartua 1
  3. Irati Romero Garmendia 1
  1. 1 Universidad de Mondragón/Mondragon Unibertsitatea
    info

    Universidad de Mondragón/Mondragon Unibertsitatea

    Mondragón, España

    ROR https://ror.org/00wvqgd19

Llibre:
Gizarte Zientziak eta Zuzenbidea: V. Ikergazte Nazioarteko Ikerteta Euskaraz. 2023eko maitzaren 17, 18 eta 19 Donostia, Euskal Herria.
  1. Olatz Arbelaitz Gallego (ed. lit.)
  2. Ainhoa Latatu Núñez (ed. lit.)
  3. Elixabete Pérez Gaztelu (ed. lit.)

Editorial: Udako Euskal Unibertsitatea, UEU = Universidad Vasca de Verano

ISBN: 978-84-8438-864-7

Any de publicació: 2023

Pàgines: 57-64

Congrés: Ikergazte. Nazioarteko Ikerketa Euskaraz (5. 2023. Donostia)

Tipus: Aportació congrés

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Resum

In a society that will increasingly have to adapt to a more complex scientific and technological development, today's students must develop critical thinking and seek the most appropriate solutions to different problem situations. Thus, for students to be STEM literate, they must necessarily be accompanied by a teacher with appropriate strategies to learn about and apply the STEM educational model. In this study, the perception of 20 teachers of Compulsory Secondary Education towards the STEM educational model was measured using a questionnaire. The analysis of the results allows to conclude that teachers are aware of the general framework and the need for this approach. In addition, they are able to fill in different indicators within the STEM projects.

Fuente de los datos: Dialnet