3.1.2 Analysis of the affective dimension

The results obtained when analyzing the affective dimension in relation to STEM areas in formal and informal contexts are shown. Tables 8–12 show the percentages obtained in some of the questions asked. The answers obtained in the different options are specified.

3.1.3 Analysis of the competence dimension

DOI: http://dx.doi.org/10.5772/intechopen.88048

This section presents the results related to the level of competence and selfefficacy of primary school students in the resolution of different scientifictechnological situations. Tables 13–16 show some of the results of this section. Tables 13–16 show that, in general terms, subjects are considered competent when carrying out STEM activities, because in the items of positive self-efficacy percentages prevail. Specifically, Statement 7 (Table 13) is where the lowest levels of self-efficacy are obtained. On the contrary, in Statement 11 (Table 14) a higher percentage of students is observed in the positive items, especially in the item referring to positive self-efficacy with 45.9% of students, although it is true that 35% of students would request some help for its execution. The same occurs in Statement 14 (Table 15) and in Statement 21 (Table 16). In both cases, the majority of students show high levels of self-efficacy, with 51.6% of students indicating that they feel qualified in Statement 14 (Table 15) and up to 80.5% of students considering themselves capable of resolving without problems the task proposed in item 21 (Table 16). Based on these results, with respect to Hypothesis 5 (Elementary students have low levels of proficiency in STEM areas), it should be noted that it is partially accepted since the level of self-efficacy of the participating sample varies depending on the context of the task to be performed. On the other hand, it was decided to evaluate the results of the self-efficacy variable according to gender and it was obtained that there are no statistically significant differences (Sig. > 0.05) in this variable, allowing it to accept Hypothesis 6 "There are no statistically significant

Implementation and Didactic Validation of STEM Experiences in Primary Education: Analysis…

differences in competency values with respect to the gender variable."

Yes, and I've fixed it (51.6%)

Percent of students who select different items from Statement 14.

Percent of students who select different items from Statement 21.

Yes, and the longer the better (80.5%)

Percent of students who select different items from Statement 11.

Yes, but I did not fix it (37.4%)

Yes, but one that does not take long (10.6%)

Yes, I wanted to see how it worked (26.4%)

> Yes, no problem (45.9%)

Yes, but it broke down (12.6%)

Yes, but with some help (35.0%)

> No, because I do not think I can fix it (5.3%)

> > I would not be able to finish it (2.4%)

No, but I'd try (17.5%)

No, but I'd like to do it (29.7%)

Never (30.9%)

No, because it bores me (3.7%)

No, I find it very boring (4.1%)

I would not be able to build it (1.6%)

7. Have you ever disassembled a toy to see what it's like inside?

11. If you had the necessary materials, would you be able to build a swing on a

14. Have you ever tried to repair a broken toy or

device?

21. Do you like to set up a domino effect?

Table 15.

Table 16.

19

Percent of students who select different items from Statement 7.

Table 13.

tree?

Table 14.

Tables 8–12 show that elementary students show a positive attitude toward learning STEM areas in different contexts. The majority of participants show a favorable attitude in the statements within the educational environment (Table 8) and show a preference for experimental methodologies (Table 9). This fact is verified again when analyzing STEM learning issues in experimental or practical environments. Specifically, Table 10 confirms the preference for practical teaching strategies. On the contrary, there is a decrease in the percentage of students who select the positive items in matters in which leisure is related to STEM areas. Generally, the percentages reached are mostly positive as can be seen in Tables 11 and 12, but negative attitudes increase in cases such as the choice of toys or television channel. Taking into account the results obtained in the affective-attitudinal dimension, we can accept Hypothesis 4 "Primary school students show a favorable attitude toward STEM subjects and their learning."


#### Table 9.

Percent of students who select different items from Statement 4.


#### Table 10.

Percent of students who select different items from Statement 6.


#### Table 11.

Percent of students who select different items from Statement 17.


#### Table 12.

Percent of students who select different items from Statement 19.

Implementation and Didactic Validation of STEM Experiences in Primary Education: Analysis… DOI: http://dx.doi.org/10.5772/intechopen.88048

#### 3.1.3 Analysis of the competence dimension

3.1.2 Analysis of the affective dimension

Theorizing STEM Education in the 21st Century

attitude toward STEM subjects and their learning."

Percent of students who select different items from Statement 2.

Percent of students who select different items from Statement 4.

Percent of students who select different items from Statement 6.

Percent of students who select different items from Statement 17.

Percent of students who select different items from Statement 19.

Yes, I love them (46.3%)

I'd love to (70.7%)

Yes, I love them (43.9%)

Yes, but I do not know how to solve them; I'd like to learn (29.3%)

I love them (48.0%)

> I love it (82.9%)

> > Yes, I'd be good at it (11.0%)

Maybe, they'll be entertaining (34.1%)

I'm good at them (39.4%)

> I'm good at it (11.0%)

I'm bad at them (3.3%)

I'm bad at it (3.7%)

No, I would not be good at it (11.8%)

No, I would not know how to play (3.3%)

No, I do not know how to solve them and they are useless (3.3%)

They bore me (8.9%)

> It bores me (2.0%)

No, I'd be bored (6.1%)

I prefer more fun games (15.0%)

I'm not interested in them at all (19.1%)

2. Do you like the activities you do

4. Do you like to learn science by doing

in science classes?

experiments?

6. Would you like to learn how to create robots?

17. Would you ask Santa Claus to bring you science

Table 8.

Table 9.

Table 10.

games?

19. Do you like math puzzle books?

Table 11.

Table 12.

18

different options are specified.

The results obtained when analyzing the affective dimension in relation to STEM areas in formal and informal contexts are shown. Tables 8–12 show the percentages obtained in some of the questions asked. The answers obtained in the

Tables 8–12 show that elementary students show a positive attitude toward learning STEM areas in different contexts. The majority of participants show a favorable attitude in the statements within the educational environment (Table 8) and show a preference for experimental methodologies (Table 9). This fact is verified again when analyzing STEM learning issues in experimental or practical environments. Specifically, Table 10 confirms the preference for practical teaching strategies. On the contrary, there is a decrease in the percentage of students who select the positive items in matters in which leisure is related to STEM areas. Generally, the percentages reached are mostly positive as can be seen in Tables 11 and 12, but negative attitudes increase in cases such as the choice of toys or television channel. Taking into account the results obtained in the affective-attitudinal dimension, we can accept Hypothesis 4 "Primary school students show a favorable

This section presents the results related to the level of competence and selfefficacy of primary school students in the resolution of different scientifictechnological situations. Tables 13–16 show some of the results of this section.

Tables 13–16 show that, in general terms, subjects are considered competent when carrying out STEM activities, because in the items of positive self-efficacy percentages prevail. Specifically, Statement 7 (Table 13) is where the lowest levels of self-efficacy are obtained. On the contrary, in Statement 11 (Table 14) a higher percentage of students is observed in the positive items, especially in the item referring to positive self-efficacy with 45.9% of students, although it is true that 35% of students would request some help for its execution. The same occurs in Statement 14 (Table 15) and in Statement 21 (Table 16). In both cases, the majority of students show high levels of self-efficacy, with 51.6% of students indicating that they feel qualified in Statement 14 (Table 15) and up to 80.5% of students considering themselves capable of resolving without problems the task proposed in item 21 (Table 16). Based on these results, with respect to Hypothesis 5 (Elementary students have low levels of proficiency in STEM areas), it should be noted that it is partially accepted since the level of self-efficacy of the participating sample varies depending on the context of the task to be performed. On the other hand, it was decided to evaluate the results of the self-efficacy variable according to gender and it was obtained that there are no statistically significant differences (Sig. > 0.05) in this variable, allowing it to accept Hypothesis 6 "There are no statistically significant differences in competency values with respect to the gender variable."


#### Table 13.

Percent of students who select different items from Statement 7.


Table 14.

Percent of students who select different items from Statement 11.


#### Table 15.

Percent of students who select different items from Statement 14.


#### Table 16.

Percent of students who select different items from Statement 21.

## 3.2 Results of Study 2: implementation and validation of STEM workshops as active didactic strategies that improve the teaching/learning of these areas in primary school students

Figure 1 shows the results obtained in the pretest of the control and experimental groups that make up subsample 2.

The results shown in Figure 1 show the existence of a low level of knowledge on the part of primary school pupils before carrying out the different didactic interventions, both in the control groups and in the experimental groups of the different schools. This is due to the fact that it was decided that contents that were not previously studied by the students of the participating groups will be chosen, in order to establish a homogeneous starting point between both. It can be observed (Figure 1) that no group obtains a passing grade. Likewise, the inferential analysis carried out revealed that there were no statistically significant differences (Sig. > 0.05) in the mean scores of the control and experimental group and that both groups started with the same level of STEM knowledge and with similar science preconceptions.

Figure 2 shows the results obtained in the posttest of the different groups, revealing a notable cognitive improvement in all cases after the didactic interventions exposed to the control groups and after the STEM workshops carried out in the experimental groups.

As shown in Figure 2, it can be verified that all students improve their STEM knowledge level after the didactic interventions, regardless of the type of teaching applied. However, the students in the experimental groups have not only improved their score with respect to the pretest but also obtained higher scores than the students in the control groups. Active strategies are considered the best method for teaching science, promoting research skills in students and helping them internalize new knowledge in the search for answers to previously formulated scientific questions [44]. It seems clear that the experimental group has improved its average score with respect to the pretest and more easily remembered the contents than the control group. However, a Student's t-test was conducted to check for statistically significant differences in mean scores between groups. The results are shown in Table 17.

As can be seen in Table 17, there is a mean difference of 1.33 points out of 10 in School 1 with a significance of 0.013, favoring the experimental group. In School 2, a mean difference of 1.23 points out of 10 was obtained in favor of the experimental group, also obtaining a significance of 0.043. Likewise, in School 3, a mean

difference of 1.56 points was obtained in favor of the experimental group, leading to the existence of statistically significant differences (Sig. = 0.001) between groups. In School 4, there is a mean difference of 1.77 points out of 10 and there is a significance of 0.013 in favor of the experimental group. Finally, in School 5, there is a mean difference of 2.08 points out of 10 and a significance of <0.0001 in favor of the experimental group. The results reveal that there are statistically significant differences between the control and experimental groups in favor of the latter and consequently validate the effectiveness of STEM workshops in learning. The proposed STEM workshops have made it possible to address competence skills in the classroom and to use relevant everyday contexts of real life to promote STEM

Post-test t Sig. (2-tailed) Mean difference Std. error difference 95% confidence

Implementation and Didactic Validation of STEM Experiences in Primary Education: Analysis…

School center 1 2.586 0.013\* 1.333 0.515 2.375 0.291 School center 2 2.087 0.043\* 1.238 0.593 2.437 0.039 School center 3 3.428 0.001\* 1.560 0.455 2.474 0.647 School center 4 3.940 0.000\* 1.771 0.449 2.678 0.864 School center 5 5.756 0.000\* 2.083 0.361 1.356 2.810

interval of the difference Lower Upper

With respect to the emotional variable, the degree of manifestation of positive and negative emotions expressed by the experimental groups before and after the explanation of the contents through the STEM workshops is shown in Figure 3 by way of example. It can be observed that after the realization of the STEM workshops the primary students significantly increase (Sig. < 0.05) their positive emotions (fun, interest, joy, or confidence), decreasing the degree of manifestation of

The results obtained after the implementation of the STEM workshops shown above allow us to accept Hypothesis 7 "The implementation of STEM workshops in the primary classroom as didactic strategies produces a cognitive and emotional evolution in

motivation and learning in a meaningful and contextualized way [45].

Figure 2. Posttest results.

\* Sig. < 0.05.

21

Table 17.

Student's t-test (control group vs. experimental group).

DOI: http://dx.doi.org/10.5772/intechopen.88048

negative emotions such as stress, desperation, worry, or sadness.

Figure 1. Pretest results.

Implementation and Didactic Validation of STEM Experiences in Primary Education: Analysis… DOI: http://dx.doi.org/10.5772/intechopen.88048

Figure 2. Posttest results.

3.2 Results of Study 2: implementation and validation of STEM workshops as active didactic strategies that improve the teaching/learning of these areas

Figure 1 shows the results obtained in the pretest of the control and experimen-

The results shown in Figure 1 show the existence of a low level of knowledge on the part of primary school pupils before carrying out the different didactic interventions, both in the control groups and in the experimental groups of the different schools. This is due to the fact that it was decided that contents that were not previously studied by the students of the participating groups will be chosen, in order to establish a homogeneous starting point between both. It can be observed (Figure 1) that no group obtains a passing grade. Likewise, the inferential analysis

carried out revealed that there were no statistically significant differences

(Sig. > 0.05) in the mean scores of the control and experimental group and that both groups started with the same level of STEM knowledge and with similar science

Figure 2 shows the results obtained in the posttest of the different groups, revealing a notable cognitive improvement in all cases after the didactic interventions exposed to the control groups and after the STEM workshops carried out in

As shown in Figure 2, it can be verified that all students improve their STEM knowledge level after the didactic interventions, regardless of the type of teaching applied. However, the students in the experimental groups have not only improved their score with respect to the pretest but also obtained higher scores than the students in the control groups. Active strategies are considered the best method for teaching science, promoting research skills in students and helping them internalize new knowledge in the search for answers to previously formulated scientific questions [44]. It seems clear that the experimental group has improved its average score with respect to the pretest and more easily remembered the contents than the control group. However, a Student's t-test was conducted to check for statistically significant differences in mean scores between groups. The results are shown in

As can be seen in Table 17, there is a mean difference of 1.33 points out of 10 in School 1 with a significance of 0.013, favoring the experimental group. In School 2, a mean difference of 1.23 points out of 10 was obtained in favor of the experimental

group, also obtaining a significance of 0.043. Likewise, in School 3, a mean

in primary school students

Theorizing STEM Education in the 21st Century

tal groups that make up subsample 2.

preconceptions.

Table 17.

Figure 1. Pretest results.

20

the experimental groups.


#### Table 17.

Student's t-test (control group vs. experimental group).

difference of 1.56 points was obtained in favor of the experimental group, leading to the existence of statistically significant differences (Sig. = 0.001) between groups. In School 4, there is a mean difference of 1.77 points out of 10 and there is a significance of 0.013 in favor of the experimental group. Finally, in School 5, there is a mean difference of 2.08 points out of 10 and a significance of <0.0001 in favor of the experimental group. The results reveal that there are statistically significant differences between the control and experimental groups in favor of the latter and consequently validate the effectiveness of STEM workshops in learning. The proposed STEM workshops have made it possible to address competence skills in the classroom and to use relevant everyday contexts of real life to promote STEM motivation and learning in a meaningful and contextualized way [45].

With respect to the emotional variable, the degree of manifestation of positive and negative emotions expressed by the experimental groups before and after the explanation of the contents through the STEM workshops is shown in Figure 3 by way of example. It can be observed that after the realization of the STEM workshops the primary students significantly increase (Sig. < 0.05) their positive emotions (fun, interest, joy, or confidence), decreasing the degree of manifestation of negative emotions such as stress, desperation, worry, or sadness.

The results obtained after the implementation of the STEM workshops shown above allow us to accept Hypothesis 7 "The implementation of STEM workshops in the primary classroom as didactic strategies produces a cognitive and emotional evolution in

directly [24]. On the contrary, the results of the control groups show that textbooks and traditional strategies only develop scientific knowledge and are governed by the internal logic of science, without asking what science is, how it develops, or what benefits it brings to society [52]. It should also be noted that despite existing stereotypes about gender inequality problems and claims that science and technology are mainly male-dominated fields [41], the results of this study with respect to cognitive and self-efficacy domains show that there are no gender differences in

Implementation and Didactic Validation of STEM Experiences in Primary Education: Analysis…

It is therefore considered necessary to create and study new resources and methodologies that facilitate and motivate the learning of STEM areas and promote thinking strategies for students in the different early stages of their education. The proposed didactic model based on STEM workshops provides an appropriate environment for primary school pupils to learn to be creative, to solve real challenges or problems, and to improve not only STEM competences but also other competences such as collaborative learning, the use of virtual scenarios, the creation of informal learning opportunities, and actively sharing learning with others [53]. Along these lines, we agree with other studies [33, 54] that there is a positive and significant relationship between STEM-integrated learning and students' academic achieve-

Likewise, these new educational strategies make it possible to acquire higher cognitive levels of science and technology in students of all ages, and more specifically from early ages, where interest in science generates positive emotions and attitudes [8]. From this perspective, the aim of STEM education, rather than replacing spontaneous ideas with scientific ones, is to provide individuals with new explanatory models for interpreting the world and to help them recognize that scientific knowledge is, in many cases, more appropriate than their misconceptions for describing or understanding certain phenomena [55]. The use of experimentation in the classroom will promote a willingness to learn, will make it easier for children to face tasks, and will make it easier for them to achieve objectives, and, in addition, the goals achieved will be much greater [24]. In brief, STEM education involves working in the context of complex phenomena or situations that require students to use knowledge and skills from multiple disciplines to solve real-world problems [26]. With all the above, it is finally concluded that personal factors such as interests, attitudes, and beliefs about self-efficacy will be key aspects to influence the choice of STEM subjects and the professional expectations of students [19].

Once the different variables of the study have been analyzed, we can conclude that traditional activities are, in general, boring for the students and do not help their learning to be effective and lasting. On the contrary, the implementation of STEM practical experiences in formal contexts generates a favorable framework to promote the learning of technical and manipulative skills and fosters underdeveloped research skills in primary school students, such as the habit of formulating hypotheses, experimenting, establishing their own conclusions, and being critical,

In addition, students seem to understand that learning through hands-on, active learning strategies is enriching, facilitates the task of learning and acquiring knowl-

The results obtained allow us to highlight the importance of educators using active teaching methodologies that involve a greater role for their pupils. Thus,

STEM areas at the elementary stage of education.

DOI: http://dx.doi.org/10.5772/intechopen.88048

ments, interests, and aspirations in relation to these areas.

5. Conclusion

23

while respecting the conclusions of their peers.

edge, and is fun, entertaining, and motivating.

Figure 3. Emotional results obtained by the experimental groups.

the students" and Hypothesis 8 "There are statistically significant differences in cognitive and affective variables between the students who use a traditional methodology and those who use a methodology based on the implementation of STEM workshops."

#### 4. Discussion

The results show a favorable trend toward STEM areas among primary school students. Although recent studies by some authors [22] indicate that there is a significant decline in students' attitudes toward school science throughout primary school, this research argues that primary school students show great interest and enthusiasm for science subjects and their learning, coinciding with other work [46], and the students are generally competent in this field. However, the results on cognitive domain tend to make us reflect on whether the chosen teaching methods are the most suitable for meaningful STEM learning, since there is a certain lack of knowledge on the subject, thus coinciding with previous scientific literature [47, 48]. It is important to know to what extent students, once they have completed their schooling, are adequately prepared to apply knowledge in understanding important issues and in solving significant problems [49], since inadequate scientific training from an early age will have a negative impact on future learning and attitudes.

In addition, the results show that hands-on, experimental activity generates motivation and a desire to learn [50]. Along these lines, it would be convenient to adapt the teaching style of the teachers to the preferences and way of learning of the students in order to improve and facilitate the teaching-learning process [51]. Furthermore, we consider that in order to promote scientific and technological literacy in the long term, it will be decisive for the educational system to promote practical activities, projects, and competency workshops [24]. The scores obtained by the experimental groups show that the experiences made in the workshops help to eliminate firmly rooted misconceptions in the students and allow the acquisition of contents that are difficult to understand when the phenomenon studied is observed

#### Implementation and Didactic Validation of STEM Experiences in Primary Education: Analysis… DOI: http://dx.doi.org/10.5772/intechopen.88048

directly [24]. On the contrary, the results of the control groups show that textbooks and traditional strategies only develop scientific knowledge and are governed by the internal logic of science, without asking what science is, how it develops, or what benefits it brings to society [52]. It should also be noted that despite existing stereotypes about gender inequality problems and claims that science and technology are mainly male-dominated fields [41], the results of this study with respect to cognitive and self-efficacy domains show that there are no gender differences in STEM areas at the elementary stage of education.

It is therefore considered necessary to create and study new resources and methodologies that facilitate and motivate the learning of STEM areas and promote thinking strategies for students in the different early stages of their education. The proposed didactic model based on STEM workshops provides an appropriate environment for primary school pupils to learn to be creative, to solve real challenges or problems, and to improve not only STEM competences but also other competences such as collaborative learning, the use of virtual scenarios, the creation of informal learning opportunities, and actively sharing learning with others [53]. Along these lines, we agree with other studies [33, 54] that there is a positive and significant relationship between STEM-integrated learning and students' academic achievements, interests, and aspirations in relation to these areas.

Likewise, these new educational strategies make it possible to acquire higher cognitive levels of science and technology in students of all ages, and more specifically from early ages, where interest in science generates positive emotions and attitudes [8]. From this perspective, the aim of STEM education, rather than replacing spontaneous ideas with scientific ones, is to provide individuals with new explanatory models for interpreting the world and to help them recognize that scientific knowledge is, in many cases, more appropriate than their misconceptions for describing or understanding certain phenomena [55]. The use of experimentation in the classroom will promote a willingness to learn, will make it easier for children to face tasks, and will make it easier for them to achieve objectives, and, in addition, the goals achieved will be much greater [24]. In brief, STEM education involves working in the context of complex phenomena or situations that require students to use knowledge and skills from multiple disciplines to solve real-world problems [26]. With all the above, it is finally concluded that personal factors such as interests, attitudes, and beliefs about self-efficacy will be key aspects to influence the choice of STEM subjects and the professional expectations of students [19].

## 5. Conclusion

the students" and Hypothesis 8 "There are statistically significant differences in cognitive and affective variables between the students who use a traditional methodology and those

The results show a favorable trend toward STEM areas among primary school students. Although recent studies by some authors [22] indicate that there is a significant decline in students' attitudes toward school science throughout primary school, this research argues that primary school students show great interest and enthusiasm for science subjects and their learning, coinciding with other work [46], and the students are generally competent in this field. However, the results on cognitive domain tend to make us reflect on whether the chosen teaching methods are the most suitable for meaningful STEM learning, since there is a certain lack of knowledge on the subject, thus coinciding with previous scientific literature [47, 48]. It is important to know to what extent students, once they have completed their schooling, are adequately prepared to apply knowledge in understanding important issues and in solving significant problems [49], since inadequate scientific training from an early age will have a negative impact on future learning and

In addition, the results show that hands-on, experimental activity generates motivation and a desire to learn [50]. Along these lines, it would be convenient to adapt the teaching style of the teachers to the preferences and way of learning of the students in order to improve and facilitate the teaching-learning process [51]. Furthermore, we consider that in order to promote scientific and technological literacy in the long term, it will be decisive for the educational system to promote practical activities, projects, and competency workshops [24]. The scores obtained by the experimental groups show that the experiences made in the workshops help to eliminate firmly rooted misconceptions in the students and allow the acquisition of contents that are difficult to understand when the phenomenon studied is observed

who use a methodology based on the implementation of STEM workshops."

Emotional results obtained by the experimental groups.

Theorizing STEM Education in the 21st Century

4. Discussion

Figure 3.

attitudes.

22

Once the different variables of the study have been analyzed, we can conclude that traditional activities are, in general, boring for the students and do not help their learning to be effective and lasting. On the contrary, the implementation of STEM practical experiences in formal contexts generates a favorable framework to promote the learning of technical and manipulative skills and fosters underdeveloped research skills in primary school students, such as the habit of formulating hypotheses, experimenting, establishing their own conclusions, and being critical, while respecting the conclusions of their peers.

In addition, students seem to understand that learning through hands-on, active learning strategies is enriching, facilitates the task of learning and acquiring knowledge, and is fun, entertaining, and motivating.

The results obtained allow us to highlight the importance of educators using active teaching methodologies that involve a greater role for their pupils. Thus,

students realize that there are many ways to present STEM areas, beyond the mere theoretical master class, but without ever losing sight of the scientific rigor.

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10.1086/508733

10.1086/506495

s11162-014-9333-z

25
