Resumo

INOSTROZA, Angela Castro et al. Identifying disciplinary integration practices in STEM areas in multigrade contexts. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.33, pp.604-614.  Epub 02-Abr-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i33.745.

This study seeks to identify the practices of integration of learning in STEM areas used by multigrade teachers, their perceptions about the integration of STEM subjects and their implementation in these contexts. An exploratory study with a quantitative approach of descriptive scope was conducted with the participation of 33 multigrade teachers from two regions of Chile. A closed questionnaire was elaborated and answered by the teachers through an online platform. The results suggest the development of integration practices ranging from the promotion of fragmented learning to the construction of interdisciplinary knowledge. There is also evidence of the implementation of teaching strategies that tend towards homogeneity, and positive perceptions towards the integration of STEM subjects. It is concluded that there is a need to generate support programs and materials aimed at promoting deep and balanced learning in STEM areas that address the heterogeneity present in these classrooms.

Palavras-chave : Multigrade education; STEM education; Interdisciplinary approach; Educational strategies; Integrated curriculum.

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