Competencias STEAM en educación preescolar Composición de un instrumento de medida
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Fecha
2025
Autores
Prada Núñez, Raúl
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La educación del siglo XXI enfrenta el reto de preparar a los estudiantes para una sociedad en constante cambio, lo que exige una formación docente innovadora. En este
contexto, el Pacto por la Educación - 2050 en Norte de Santander busca fortalecer la calidad educativa y la transdisciplinariedad desde la educación preescolar. Sin embargo,
persisten desafíos en la cualificación docente y la implementación del enfoque STEAM (Ciencia, Tecnología, Ingeniería, Artes y Matemáticas). Esta investigación tuvo como
objetivo desarrollar y validar un instrumento para diagnosticar las competencias STEAM en la planeación y práctica pedagógica de docentes de preescolar. Se adoptó un enfoque
post-positivista, cuantitativo y no experimental, aplicando análisis estadísticos a una muestra de docentes en servicio y en formación de San José de Cúcuta. La construcción del instrumento incluyó revisión de literatura, definición conceptual, validación de expertos, aplicación piloto y análisis de confiabilidad. Los hallazgos indican que la implementación de STEAM en educación preescolar es viable, pero enfrenta barreras como la falta de formación docente, materiales didácticos y adaptación curricular.
Además, se evidenció una escasez de estudios en Latinoamérica y discrepancias en la conceptualización de STEAM. No obstante, la escala desarrollada mostró alta validez y
confiabilidad, ofreciendo un recurso clave para futuras investigaciones y políticas de formación docente. Se recomienda fortalecer la capacitación en metodologías activas y
expandir el uso del instrumento en diversos contextos educativos.
21st century education faces the challenge of preparing students for a constantly changing society, which requires innovative teacher training. In this context, the Pact for Education - 2050 in Norte de Santander seeks to strengthen educational quality and transdisciplinarity from preschool education. However, challenges persist in teacher qualification and the implementation of the STEAM (Science, Technology, Engineering, Arts and Mathematics) approach. This research aimed to develop and validate an instrument to diagnose STEAM competencies in the planning and pedagogical practice of preschool teachers. A post-positivist, quantitative and non-experimental approach was adopted, applying statistical analyzes to a sample of in-service and training teachers from San José de Cúcuta. The construction of the instrument included literature review, conceptual definition, expert validation, pilot application and reliability analysis. The findings indicate that the implementation of STEAM in preschool education is viable, but faces barriers such as lack of teacher training, teaching materials, and curricular adaptation. Furthermore, a shortage of studies in Latin America and discrepancies in the conceptualization of STEAM were evident. However, the developed scale showed high validity and reliability, offering a key resource for future research and teacher training policies. It is recommended to strengthen training in active methodologies and expand the use of the instrument in various educational contexts.
21st century education faces the challenge of preparing students for a constantly changing society, which requires innovative teacher training. In this context, the Pact for Education - 2050 in Norte de Santander seeks to strengthen educational quality and transdisciplinarity from preschool education. However, challenges persist in teacher qualification and the implementation of the STEAM (Science, Technology, Engineering, Arts and Mathematics) approach. This research aimed to develop and validate an instrument to diagnose STEAM competencies in the planning and pedagogical practice of preschool teachers. A post-positivist, quantitative and non-experimental approach was adopted, applying statistical analyzes to a sample of in-service and training teachers from San José de Cúcuta. The construction of the instrument included literature review, conceptual definition, expert validation, pilot application and reliability analysis. The findings indicate that the implementation of STEAM in preschool education is viable, but faces barriers such as lack of teacher training, teaching materials, and curricular adaptation. Furthermore, a shortage of studies in Latin America and discrepancies in the conceptualization of STEAM were evident. However, the developed scale showed high validity and reliability, offering a key resource for future research and teacher training policies. It is recommended to strengthen training in active methodologies and expand the use of the instrument in various educational contexts.
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Palabras clave
Competencias STEAM, Formación docente, Educación preescolar, Transdisciplinariedad, Evaluación educativa