Metodología STEAM. Aplicaciones en la educación básica

STEAM has become a revolutionary technique that promotes competent learning in students. The objective of this study was to determine the applications of this method used by basic education teachers with students in a rural school. The methodology used was a mixed approach, non-experimental design of descriptive level, by means of a questionnaire survey to a population of 58 teachers of the Chamanga fiscal educational unit of the province of Esmeraldas, Ecuador, as well as the interview to an expert in this novel instruction, which allowed to base the discussion of the results. The results reveal that teachers are hardly aware of this important resource, although a majority of 86% are willing to use it with students to face real problems and find creative solutions, although they already carry out some activities related to this tool, although not in a trans disciplinary way; 38% expect benefits such as the incentive to explore new concepts and experiment with different solutions, while 28% expect to stimulate critical thinking and promote resolution strategies. It is concluded that teachers need to be trained in STEAM methodology to impart knowledge focused on acquiring competencies, guiding students throughout the process, making the best use of time, generating a positive and pleasant learning environment, motivating them from the basis of what they are learning, and evaluating them quantitatively when they have obtained positive achievements, which in turn, continue to promote them to new achievements. STEAM se ha convertido en una revolucionaria técnica que promueve los aprendizajes competentes en el estudiantado. El objetivo de estudio consistió en determinar las aplicaciones de este método que los docentes de educación básica utilizan con los alumnos de una escuela rural. Como metodología se empleó un enfoque mixto, diseño no experimental de nivel descriptivo, mediante la realización de un cuestionario de encuesta a una población de 58 profesores de la unidad educativa fiscal Chamanga de la provincia de Esmeraldas, Ecuador, así como la entrevista a una experta en esta novedosa instrucción, que permitió fundamentar la discusión de los resultados. Estos revelan que el profesorado apenas conoce de este importante recurso, aunque una mayoría del 86% está dispuesto a utilizarlo con los alumnos para enfrentar problemáticas reales y encontrar soluciones creativas, empero ya realizan algunas actividades relacionadas con esta herramienta, aunque no de forma