El talento STEM en la educación obligatoriauna revisión sistemática

  1. Mª Pilar Herce-Palomares
  2. Marcos Román González
  3. Carmen Jiménez Fernández
Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2022

Número: 396

Páginas: 65-96

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2022-396-530 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

El talento STEM (ciencia, tecnología, ingeniería y matemáticas) es un tema de plena actualidad en la investigación tanto por la renovada comprensión de las altas capacidades en dominios específicos del talento, como por el reciente interés hacia la educación STEM. Esta investigación conduce una revisión sistemática para indagar en un talento específico, el talento STEM. Se pretende ilustrar su trayectoria durante la educación obligatoria. En concreto, se busca conocer el estado de la investigación del campo, los conjuntos de variables personales y situacionales que inciden en la trayectoria del talento STEM durante la educación obligatoria, la identificación de las metodologías más pertinentes para la promoción del talento STEM y los hitos/estadios que atraviesa el alumnado durante este momento madurativo. Para ello, a partir de las directrices de la declaración PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) y de la colaboración Campbell se elaboró un protocolo para esta revisión de la investigación. Tras su aplicación se obtienen un total de 225 estudios, de los que finalmente se incluyen 108 tras la revisión de los criterios de elegibilidad. Se concluye cómo se encuentra la investigación del campo, un conjunto de variables disposicionales (cognitivas, psicosociales y demográficas) y contextuales (en la educación formal, no formal y en otros escenarios) que interaccionan entre ellas para favorecer o dificultar el curso de la trayectoria; que las metodologías hands-on son las más implementadas para favorecer el talento STEM y, por último, unas tenues orientaciones sobre los estadios e hitos que acontecen en la trayectoria del talento STEM, que dibujan nuevas líneas de investigación. Dichos resultados contribuyen a la comprensión sobre las políticas y prácticas educativas más pertinentes para la promoción del talento STEM durante la educación obligatoria, por lo que se proporcionan algunas orientaciones.

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Fuente de los datos: Dialnet