Una revisión sistemática de literatura sobre la educación en STEM en la formación de futuros  profesores de matemáticas y ciencias

Alexander Castrillón-Yepes; Valeria Lebrun-Llano

doi:10.17533/udea.unipluri.348447

Autores

Alexander Castrillón-Yepes Secretaria de Educación del Departamento de Antioquia. Universidad de Antioquia https://orcid.org/0000-0002-4055-9613
Valeria Lebrun-Llano Secretaria de Educación de Antioquia. Universidad de Antioquia https://orcid.org/0000-0003-2674-7260

DOI:

https://doi.org/10.17533/udea.unipluri.348447

Palavras-chave:

Educação STEM, educação STEM integrada, educação interdisciplinar, interdisciplinaridade, formação inicial de professores, professores de matemática, formação de professores de ciências, revisão da literatura

Resumo

A integração da ciência, tecnologia, engenharia e matemática (STEM) nos sistemas educacionais tem crescido rapidamente nas pesquisas internacionais. A literatura relata políticas, experiências e programas voltados para a integração interdisciplinar de STEM em todo o mundo, bem como os desafios que a abordagem representa para os processos de integração que os professores podem realizar. Os professores, portanto, desempenham um papel fundamental na implementação da educação STEM no sistema escolar. Esta revisão sistemática da literatura analisou as estratégias para a educação STEM de futuros professores de matemática e ciências e as finalidades para as quais elas foram incorporadas tanto na pesquisa quanto na formação de professores. A revisão considerou estudos revisados por pares publicados no período de 2012 a 2021, escritos em espanhol, inglês e português. A revisão seguiu um processo de três etapas: planejamento, condução e relatório da revisão. Os resultados mostram os papéis que a Educação STEM tem desempenhado na formação de professores, tanto na pesquisa quanto na elaboração de programas de preparação. As estratégias metodológicas para a preparação de futuros professores também são relatadas. Por fim, a análise fornece evidências das oportunidades oferecidas pela inclusão de abordagens da Educação STEM na formação inicial de professores, em relação ao impacto sobre suas percepções, conhecimento conceitual, autoeficácia e práticas futuras.

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Biografia do Autor

Alexander Castrillón-Yepes, Secretaria de Educación del Departamento de Antioquia. Universidad de Antioquia

Ele é professor de matemática da Escuela Normal Superior Señor de los Milagros. San Pedro-Antioquia. Sua palestra na Universidad de Antioquia e estudante de doutorado em educação na Universidad de Antioquia, na Colômbia

Valeria Lebrun-Llano, Secretaria de Educación de Antioquia. Universidad de Antioquia

Es profesora de matemáticas del Liceo San Luis Beltrán y docente de la Universidad de Antioquia. Estudiante de la Maestría en Educación de la Universidad de Antioquia.

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