Abstract

Several studies highlight the need to improve STEM competencies from an early 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 significant differences compared to a traditional methodology.

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