The STEM Approach in Educational Innovation: A Look at Teachers' Didactic Dispositions

Authors

DOI:

https://doi.org/10.31637/epsir-2025-1276

Keywords:

Basic education, education innovation, STEM, Education activities, science teaching, didactic proposals

Abstract

Introduction: This study focuses on analyzing the production of educational innovation through the discourses of teachers from public institutions in Medellín, who were winners of the SER MEJOR awards and the advanced diagnosis SER+STEM. Additionally, this contrasts with the normative guidelines proposed in the Municipal Development Plan (PDM) and the educational approach outlined for the city. Methodology: The research employs a qualitative and documentary approach, using analysis sheets and semi-structured interviews to collect information. Systematization is carried out through a matrix that links the data with specific analytical categories, allowing the information to be grouped according to themes and recurrences. Results: The analysis of the teachers' discourse showed the connection between the strategies used in the classroom and the necessary mediations and didactic adaptations for educational innovation. Discussion: Among the main findings, it stands out that teachers were key to maintaining students' interest, although this achievement was not linked to a specific methodology or the adaptation of physical space. Conclusions: There is a need to adapt teaching practices to the cultural, historical, and social context, highlighting the importance of generating questions, promoting dialogue, and creating environments of trust between teachers and students.

Downloads

Download data is not yet available.

Author Biographies

Adriana Maria Soto Zuluaga, Instituto Tecnológico Metropolitano

She holds a PhD in Education from the University of Antioquia, a Master's degree in Sciences - Chemistry from the National University of Colombia, and a degree in Biology and Chemistry from the University of Antioquia. She has teaching experience in primary, secondary, undergraduate, and graduate levels. She has held administrative positions such as coordinator of the Master's degree in Sciences: Innovation in Education at the Faculty of Exact and Applied Sciences of the Metropolitan Technological Institute of Medellín. Her research focuses on the development and advice of projects related to educational processes concerning the teaching and learning of natural sciences in terms of pedagogy, education, didactics, and curriculum, with the aim of contributing to the transformation of pedagogical practice.

María de la Mar Bustamante Rodríguez, Instituto Tecnológico Metropolitano (ITM)

Master in Education from the University of Antioquia, PhD Candidate in Complex Thought at the Edgar Morin Multiversity. She has teaching experience in the areas of communication, didactics, and creative thinking. Currently, she serves as the leader of the Master's Program in Science: Innovation in Education at the Faculty of Exact and Applied Sciences of the Metropolitan Technological Institute of Medellín. Her research experience has focused on pedagogical communication, teaching mediated by artistic expressions, educational innovation, creative thinking, and discourse analysis.

   

References

Alcaldía de Medellín. (2020). Plan de Desarrollo Medellín Futuro 2020-2023. En Municipio de

Medellín. Municipio de Medellín.

Biesta, G. (2017). The Rediscovery of Teaching. Routledge. DOI: https://doi.org/10.4324/9781315617497

Bedoya, L. (2014). El docente y la innovación educativa desde una perspectiva ecosófica. En J. García y J. Hernández (Eds.), Investigación y gestión pedagógica (pp. 1-12). Universidad Autónoma de Chiapas.

Blanco, R. y Messina, G. (2000). Estado del arte sobre las innovaciones educativas en América Latina. En Santafé de Bogotá: Convenio Andrés Bello. Grupo Trasga. https://bit.ly/3YcwU5t

Cano, L. y Ángel, I. (2020). Medellín Territorio STEM+H: un diagnóstico de la Secretaría de Educación de Medellín sobre el desarrollo del enfoque en las instituciones educativas de la ciudad. Editorial Universidad Pontificia Bolivariana. https://bit.ly/4cUwzsg

Correa, J. y Aberasturi, E. (2013). Buscando conexiones entre la relación pedagógica,

la innovación y la indagación narrativa. En J. Correa y E. Aberasturi (Eds.), (Re)pensar la innovación en la universidad desde la indagación (pp. 11-23). Universidad de Barcelona y Universidad del País Vasco.

Darling-Hammond, L., Hyler, M. E. y Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. DOI: https://doi.org/10.54300/122.311

Denzin, N. K. y Lincoln, Y. S. (Eds). (2018). The SAGE Handbook of Qualitative Research (5a Ed.). Sage Publications.

Diaz, V. y Justel, N. (2019). Creatividad. Una revisión descriptiva sobre nuestra capacidad de invención e innovación. Revista CES Psicologia, 12(3), 35-49. https://revistas.ces.edu.co/index.php/psicologia/article/view/4621/3064 DOI: https://doi.org/10.21615/cesp.12.3.3

Dirección Nacional de Innovación Académica. (2020). Innovación Pedagógica en la Universidad Nacional de Colombia. 1er Congreso de divulgación de experiencias I3P. 1-18.

Galeano, M. (2011). Diseño de proyectos en la investigación cualitativa. Fondo Editorial Universidad EAFIT.

Galeano, M. (2018). Estrategias de investigación social cualitativa: El giro en la mirada (2a ed.). Universidad de Antioquia.

Galeano, M. (2021). Investigación cualitativa. Preguntas inagotables. Universidad de Antioquia.

González, J. (2020). Reivindicación de la innovación educativa. Praxis Pedagógica, 20(26), 1-5. DOI: https://doi.org/10.26620/uniminuto.praxis.20.26.2020.1-5

Gutiérrez, L. (2013). Algunas ideas “nuevas” sobre indagación/mirando y hablando con la innovación. En J. Correa y E. Aberasturi (Eds.), Repensar la innovación en la universidad desde la indagación: la relación pedagógica en la universidad (pp. 68-75). Euskal Herriko Unibertsitatea.

Fullan, M. (2016). The New Meaning of Educational Change (5ª ed.). Teachers College Press.

Hattie, J. (2020). Visible Learning: The Sequel. Routledge.

Konopko, J. (2015). Unlocking the potential of the smart grid. En AIP Conference Proceedings (Vol. 1702). AIP Publishing. DOI: https://doi.org/10.1063/1.4938795

Kvale, S. (2011). Las entrevistas en investigación cualitativa. Ediciones Morata, S.L.

Lefebvre, H. (2013). La producción del espacio. Capitán Swing Libros, S. L.

Ministerio de Educación. (2011). Estudio sobre la innovación educativa en España. Publicaciones del Ministerio.

Ministerio de Educación Nacional. (2016). La innovación educativa en Colombia: buenas prácticas para la innovación y las TIC en educación. Colombia aprende.edu.co.

Miralles, P., Maquilón, J., Hernández, F. y García, A. (2012). Dificultades de las prácticas docentes de innovación. Revista Electrónica Interuniversitaria de Formación Del Profesorado, 15(1), 19-26.

Moran, J. (2018). Metodologias ativas para uma aprendizagem mais profunda. En L. Bacich, J. Moran (Eds.), Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática (pp. 2-25). Penso Editora Ltda.

Moschen, J. (2008). Innovación educativa: decisión y búsqueda permanente (2a ed.). Editorial Bonum. https://bit.ly/3VN9sbO

OECD. (2019). Measuring Innovation in Education 2019 What has Changed in the Classroom. In Perfiles Educativos. OECD iLibrary.

OECD y EUROSTAT. (2006). Manual de Oslo: Guía para la recogida e interpretación de datos sobre

innovación (3rd ed.). Grupo Trasga.

Rendón, M. A. (2019). La innovación en la Facultad de Educación. Cuadernos Pedagógicos, 21(28), 119-132. https://revistas.udea.edu.co/index.php/cp/article/view/337924

Rivas, A. (2017). Cambio e innovación educativa: las cuestiones cruciales. Santillana.

Saldaña, J. (2021). The Coding Manual for Qualitative Researchers (4ª ed.). Sage Publications.

Silverman, D. (Ed.). (2020). Qualitative Research (5a ed.). SAGE Publications.

Secretaria de Educación de Medellín. (2020). Marco Ser+STEM-Mapeo de experiencias en la ciudad de Medellín 1. Alcaldía de Medellín.

Secretaría de Educación de Medellín. (2020). Enfoque SER + STEM 2020 – 2023 (p. 28). Secretaria de Educación de Medellín.

UNESCO. (2016). Innovación educativa. Serie: “Herramientas de apoyo para el trabajo docente”. Cartolan E.I.R.L. https://bit.ly/4bMYmcQ

Downloads

Published

2025-01-14

How to Cite

Soto Zuluaga, A. M., & Bustamante Rodríguez, M. de la M. (2025). The STEM Approach in Educational Innovation: A Look at Teachers’ Didactic Dispositions. European Public & Social Innovation Review, 10, 1–17. https://doi.org/10.31637/epsir-2025-1276

Issue

Vol. 10 (2025)

Section

Education

License

Copyright (c) 2025 Adriana Maria Soto Zuluaga, María de la Mar Bustamante Rodríguez

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).