STEM activities in secondary education textbooks in Chile: Skills and levels of integration

This study aims to analyze the levels of integration and the scientific, mathematical, and technological skills present in the science, technology, engineering, and mathematics (STEM) activities included in secondary education textbooks in Chile. The research addresses theoretical elements such as the conceptualization of STEM education, its integration in the curriculum, and STEM-related skills. A qualitative methodology is employed, based on content analysis, to examine the activities proposed in school textbooks. The results reveal that transdisciplinary integration predominates in STEM activities. Regarding STEM skills, communication-oriented activities are most prevalent in mathematics, while analysis skills are more common in science, and teamwork is emphasized in technology. These findings highlight the importance of promoting a STEM approach that integrates key skills for effective learning.

Kimelfe