Fortalecimiento de la educación STEM en el Liceo Femenino de Cundinamarca Mercedes Nariño: innovación a través del pensamiento computacional y la física aplicada

Abstract

This undergraduate thesis compiles the experiences, learnings, and results obtained during the internship carried out at the Liceo Femenino de Cundinamarca Mercedes Nariño, an institution that is part of the "Bogotá Territorio STEM" program. The main objective was to analyze and strengthen the implementation of the STEM approach (Science, Technology, Engineering, and Mathematics) in the field of physics through the design and execution of activities focused on thermal physics and kinematics. These activities were designed from the perspective of active learning, interdisciplinarity, and the development of computational thinking, aiming to promote innovative, contextualized, and transformative teaching. The research was conducted using a qualitative approach, based on participant observation, the analysis of pedagogical evidence collected during the classes (field journals, didactic materials, students’ work), and a structured interview conducted with the lead teacher Alexis Orjuela Cortés, with whom the internship was closely coordinated. This methodology made it possible to deeply understand how the STEM approach is experienced within the institution, identifying strengths, challenges, and opportunities for improvement. During the internship, a variety of pedagogical activities were carried out to apply the STEM approach in the classroom. Among the most notable were the development of projects for the Science Week, such as an automated greenhouse using sensors and programming with the micro:bit microcontroller; the implementation of POE-type activities (Prediction, Observation, and Explanation); participation in the STEM Olympiads; and the design of ten didactic activities per grade (eighth and ninth), adapted to the institutional curriculum and aligned with the principles of the STEM framework. In total, the initiative impacted over 200 students, fostering their interest in science and strengthening key 21st-century skills. The results obtained show that the role of the teacher within the STEM approach changes significantly. The teacher is no longer seen as a mere transmitter of knowledge but rather as a facilitator of learning, a designer of educational experiences, and a researcher of their own practice. This professional transformation aligns with what Wing (2006) proposes regarding the incorporation of computational thinking as a transversal skill. Furthermore, it was identified that the STEM approach promotes gender equity in access to careers in these areas of knowledge, a priority highlighted by international organizations such as the UNDP (2023). Given that the institution is female-only, it became evident how STEM activities can motivate students to explore fields traditionally dominated by men, thus contributing to reducing gender gaps in science and technology. In conclusion, this undergraduate thesis represents an educational innovation experience that bridges theory and practice in a real-world context. Through the STEM approach, it was possible to integrate scientific knowledge with programming and digital tools, strengthening critical thinking, problem-solving, and student autonomy. This experience not only demonstrates how the STEM framework enriches learning but also shows its relevance in addressing the current challenges of education, preparing students for an increasingly complex, dynamic, and technology-driven world.