1. Introduction

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' chances of pursuing STEM careers [7].

Paradoxically, while most students enjoy learning science at an early age [8], many lose interest in high school because mathematics and science seem irrelevant to their personal goals and they are not aware of the usefulness of this knowledge in everyday life [9]. As students progress academically, they begin to consider that science subjects are complex and boring [10]. Other authors [11] add that students show low motivation and mood in learning activities related to STEM areas. This can be linked to the methodologies and teaching strategies used in science classrooms [12]. Similarly, reports from the Organisation for Economic Cooperation and Development [1] state that young people are not able to solve scientific problems in creative and innovative ways and experience difficulties in addressing activities and challenges associated with the areas of science and technology. This may be associated with a lack of motivation for learning [13] or even with the emotions the students experience toward learning science [14]. With respect to emotional domain, it should be noted that several studies relate it both to cognitive domain and to the concept of self-efficacy presented by the students [15]. According to some authors [16], students' perception of their self-efficacy in scientifictechnological subjects predicts their performance in these areas. Beliefs of academic self-efficacy shape students'school and professional aspirations [17]. That is, successful performance improves the perception of self-efficacy and the expectation of positive results, thus strengthening the interests and goals to be achieved [18, 19]. Students will show higher rates of self-efficacy if they show concentration, control, happiness, participation, and satisfaction during school work [20, 15]. However, academic and competency performance is lower as a negative view of addressing their learning process is higher [21].

However, the challenges associated with change must be supported by management, continuous workforce development, and educational programs that focus on the specific needs of teachers in transition to a new form of teaching [34]. Teachers who do not acquire continuous training or those who do not have time to carefully develop an integrated curriculum may adopt an unstructured curriculum rather than a truly integrated approach [35]. Extracurricular STEM schools and programs must address the challenge from various sectors, not only by trying to improve actual achievement but also by helping students develop cognitive skills and greater confidence in their ability to learn and do science [9]. To help all students believe they can understand STEM areas, schools and extracurricular programs must address the challenge from various perspectives, helping students develop metacognition skills and greater confidence in their theoretical and procedural ability [36]. Based on this background, the research presented here is intended to analyze

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

cognitive and affective aspects toward STEM areas in students aged 8–12.

This research is based on two parallel studies focused on STEM education in the

Study 1 has been oriented to analyze the cognitive and affective dimensions that primary education students present toward STEM areas, following an exploratory

Study 2 has been aimed at validating the implementation of STEM workshops in the primary education classroom, following a quasi-experimental research design with pretest, posttest, control, and experimental groups, analyzing both cognitive

The research carried out has pursued two general objectives based on the two

competency dimensions of primary school students in relation to STEM areas. General objective 2 (study 2): to implement and validate STEM workshops as active didactic strategies that improve the teaching/learning of these areas in

The general objectives have served as a reference for formulating the following

Hypothesis 1 (H1): elementary students have a low level of knowledge in STEM

Hypothesis 2 (H2): there are differences in the level of knowledge in STEM areas of the primary students depending on the variable academic level. Hypothesis 3 (H3): there are no statistically significant differences in the level

Hypothesis 4 (H4): primary school students show a favorable attitude toward

of knowledge in STEM areas as a function of the gender variable.

General objective 1 (study 1): to analyze the cognitive, affective, and

function of diverse variables related to cognitive, affective, and competency

research design with a mixed analysis of the obtained data.

2. Methodology

aspects.

2.1 Research design

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

and affective variables.

primary school students.

STEM subjects and their learning.

2.2 Objectives

studies proposed:

2.3 Hypothesis

areas.

13

research hypotheses:

Although students' interest and positive attitudes in science diminish throughout schooling [22], STEM interdisciplinary programs can provide the time and space needed to address this decline in scientific vocations and commitment [23]. Specifically, various studies [24] suggest that STEM competencies should be encouraged from an early age by using innovative teaching strategies that encourage the internalization of content so that it is maintained over the long term. In addition, it is more feasible to implement an integrated curriculum of these subjects in primary education because students spend most of their school time with their tutor teacher. Thus, an interdisciplinary and integrated treatment of STEM competencies would not negatively affect the educational process at these levels [25].

STEM education requires alternative didactic strategies to traditional teaching aimed at promoting a more valid and useful school science that involves students in improving their STEM skills [26]. Thus, for example, scientific models and theories will become relevant for students if they are given opportunities to test their usefulness and explanatory potential [27, 28]. The inclusion of STEM experiences in the curriculum at the primary education stage can improve the understanding of the youngest toward the diverse scientific-technological roles of society, as well as improve involvement, motivation, and the search for solutions to real problems by contextualizing mathematics, technology, engineering, and science contents [29].

Schools that offer STEM-focused programs have become the center of several policy initiatives and research projects [30]. Results from some studies [31] indicate that students' intention to specialize in one of the STEM areas or the likelihood that students will choose a STEM major is positively correlated with attendance at schools with STEM educational programs. Many educators believe that schools with a STEM approach will promote the preparation of well-informed citizens who have access to and appreciation of the ideas and tools of science and engineering [32]. In addition, schools that focus on science, technology, and innovation are also an enabling strategy for closing racial and gender gaps in learning opportunities in these fields [33]. In addition, these educational programs offer students the opportunity to have more information about STEM disciplines and greater academic and employment opportunities [31].

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

However, the challenges associated with change must be supported by management, continuous workforce development, and educational programs that focus on the specific needs of teachers in transition to a new form of teaching [34]. Teachers who do not acquire continuous training or those who do not have time to carefully develop an integrated curriculum may adopt an unstructured curriculum rather than a truly integrated approach [35]. Extracurricular STEM schools and programs must address the challenge from various sectors, not only by trying to improve actual achievement but also by helping students develop cognitive skills and greater confidence in their ability to learn and do science [9]. To help all students believe they can understand STEM areas, schools and extracurricular programs must address the challenge from various perspectives, helping students develop metacognition skills and greater confidence in their theoretical and procedural ability [36]. Based on this background, the research presented here is intended to analyze cognitive and affective aspects toward STEM areas in students aged 8–12.
