Abstract
ABSTRACT The integrated STEAM approach arises when a contextualized problem’s resolution requires different contributions (views) from each discipline. In this descriptive article we discuss the views needed from chemistry, technology, design skills, mathematical modelling and the artistic support necessary for constructing a scientific model that explains the pH of the mouth when chewing gum. To do this, we focus on describing the implementation of a short sequence of video-recorded inquiry-based contextualized activities (didactic innovation) in two classrooms with students in their third year of compulsory secondary education (14–15 years old). The scenes taken from the analysis of the implementation videos support the proposal of the connections needed in the STEAM contributions. The difficulties encountered from each discipline and the resolutions we propose shed light on how well-selected problems make STEAM views necessary, thus avoiding the usual summative multidisciplinary approach.
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