Abstract
<p style="text-align: justify;">This study presents an inquiry-based teaching approach using a rich methodology involving STEM (science-technology-engineering and mathematics) projects, developed using a cooperative way to work between schools and research centres. We describe the teaching pattern scenario with students, teachers, and scientists. We also illustrate the learning process, conducted through two inquiry-based problems in Biochemistry, the mutagenesis process and the transgenesis effects caused by inoculation of bacteria. The teaching sequence, as well as the scientific knowledge and students’ competencies involved, are shown. We then analyse the students' and teachers' perceptions in this scenario regarding the development of students' STEM learning through their inquiry skills promoted and concerning predictors to vocational careers involved (students’ identities as potential scientists, scientific attitudes, social implications towards science or students´ agency). Finally, we add some conclusions and contributions to teaching STEM education, related to factors of the design teaching scenario that bring connections with the interests and motivations of students, such as the relevance of the projects to evoke understanding of processes or causal relationships of content or the teacher's professionalisation supported by a proper allocation between scientists and teachers.</p>
Highlights
This study presents an inquiry-based teaching approach using a rich methodology involving STEM projects, developed using a cooperative way to work between schools and research centres
New socio-cultural environments require innovations in science education that allow students to acquire an adequate understanding of science, technology, engineering, and mathematics (STEM), which is applicable in real everyday situations to contribute to their personal development and active integration into society as scientifically and technologically literate citizens (European Commission, 2014)
With the advent of the Framework for K-12 Science Education (National Research Council [NRC], 2012), suggesting that the instruction of science education make a radical change focusing on scientific inquiry to learning about science and integrating dimensions associated with disciplinary core ideas, crosscutting concepts, and science and engineering practices that reflect how scientists and engineers engage "in a systematic practice of design", we will cover every aspect of science education (curriculum, instruction, and assessment (Morrell et al, 2020)
Summary
New socio-cultural environments require innovations in science education that allow students to acquire an adequate understanding of science, technology, engineering, and mathematics (STEM), which is applicable in real everyday situations to contribute to their personal development and active integration into society as scientifically and technologically literate citizens (European Commission, 2014). The current demand in scientific-technological studies needs to advance to an interdisciplinary treatment of the subjects. This requires studying science content knowledge to solve daily life problems to develop science education standards. The PISA assessment (Organization for Economic Co-operation and Development [OECD], 2017) considers the notion of the "context" in which these activities occur. This idea is based on analyses of real-life situations or problems to facilitate their use as a starting point for the development of scientific ideas that must address students' competencies as well as their knowledge and attitudes (Bybee, 2013)
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