Analysis of the LOMLOE Primary Education curriculum to extract key ideas form STEAM learning

Authors

DOI:

https://doi.org/10.31637/epsir-2025-608

Keywords:

key idea, STEAM learning, interdisciplinariry, curriculum, key competence, operational descriptor, specific competence, curriculum item

Abstract

Introduction: The technological revolution is forcing educational systems to redefine their models to acquire scientific-technological skills that allow students to face a changing society. The objective of this work is to determine the key ideas of STEAM learning in the Primary Education curriculum. Methodology: The curricular items of the operational descriptors of the key competences and of the specific competences of the areas related to STEAM learning are analyzed and grouped into curricular groups or key ideas. Results: Seven key ideas have been obtained, each consisting of an element of action, one of procedure and another of purpose. Discussion: The key ideas summarize the relationship between the curriculum and STEAM learning and imply the adoption of new methodologies. Conclusions: The key ideas obtained can help teachers implement STEAM learning in their classrooms so that students can face the challenges of a changing society in which scientific-technological skills are increasingly necessary.

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Author Biography

Alberto Zapatera Llinares, Universidad Cardenal Herrera CEU

Degree in Mathematics and PhD in Didactics of Mathematics. His lines of research focus on mathematics education and STEAM learning. He has been an external collaborator of the Ministry of Education and Vocational Training, as an expert in the elaboration and design of the proposal of the STEM competence assessment framework for the General Assessment System of the sixth year of Primary Education and fourth year of Compulsory Secondary Education.

References

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Published

2024-11-26

How to Cite

Zapatera Llinares, A. (2024). Analysis of the LOMLOE Primary Education curriculum to extract key ideas form STEAM learning. European Public & Social Innovation Review, 10, 1–19. https://doi.org/10.31637/epsir-2025-608

Issue

Vol. 10 (2025)

Section

Education

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Copyright (c) 2024 Alberto Zapatera Llinares

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Funding data

  • Universidad CEU Cardenal Herrera
    Grant numbers Esta investigación ha sido financiada por el proyecto precompetitivo de la Universidad Cardenal Herrera CEU “Implementación de proyectos STEAM a través de metodologías activas en titulaciones universitarias de Educación (EDUSTEAM)”