Caracterización de secuencia didáctica STEAM+H que relaciona el aprendizaje basado en proyectos (ABP) con situaciones del contexto de los estudiantes del colegio de la Bici IED

Abstract

This research aims to characterize the main elements of a STEAM+H didactic sequence structure, which promotes transdisciplinary processes, formative assessment, and competency development by linking project-based learning (PBL) with the contextual situations of the students at Colegio de la Bici IED. The methodological design is qualitative with a descriptive scope under the hermeneutic paradigm and action research, incorporating the guiding principles of STEAM from Botero (2018) and Yakman (2010) and the elements related to PBL implementation proposed by Thomas (2000). The findings are validated in two ways: through expert evaluations using the RubeSTEM rubric proposed by Álvarez et al. (2022) and by analyzing the implementation of the specific didactic sequence concerning the impact of human activities on natural resource use. This validation allows for assessing the relevance and scope of the sequence elements and provides a reference for other institutions interested in implementing STEAM+H. In conclusion, the key components for characterizing the didactic sequence include institutional elements, educational cycle characterization, implementation methodology, competencies to be developed, and project characterization. The validation demonstrated that these components are viable and align with advanced STEM proposals, promoting competencies such as creativity, critical thinking, collaboration, and communication, and facilitating the selection of appropriate disciplines and content to address real problems transdisciplinarily.