Theorising the Interdisciplinary STEM

Chapter 2

Abstract

1. Introduction

11

chances of pursuing STEM careers [7].

Dimension

Implementation and Didactic

Cognitive and Affective

cant differences compared to a traditional methodology.

and Francisco Luis Naranjo-Correa

Validation of STEM Experiences in

Primary Education: Analysis of the

Guadalupe Martínez-Borreguero, Milagros Mateos-Núñez

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 signifi-

Keywords: STEM, primary education, cognitive domain, affective domain

In recent years, there has been a need to reorganize science and technology education programs based on the new paradigms of society. The reason for considering this area in particular is the growing need for professionals specialized in this type of education in the market, since the proportion of students who choose STEM (science, technology, engineering, and mathematics) areas in higher education is not enough [1–3]. Children's learning is strongly influenced by the contexts in which the teaching process takes place in schools [4]. Previous research has suggested that offering more rigorous math and science courses can foster higher level skills and confidence within these subjects [5, 6] and improve students'

Paradoxically, while most students enjoy learning science at an early age [8], many lose interest in high school because mathematics and science seem irrelevant

Several studies highlight the need to improve STEM competencies from an early
