Educación artística STEAM en la formación universitaria. Robótica creativa para la alfabetización visual y digital

Pilar Manuela Soto Solier; Verónica Villena Soto

doi:10.31637/epsir-2024-847

Authors

Pilar Manuela Soto Solier University of Granada https://orcid.org/0000-0002-5267-6235
Verónica Villena Soto University of Granada https://orcid.org/0000-0001-8328-347X

DOI:

https://doi.org/10.31637/epsir-2024-847

Keywords:

artistic educational methodologies, STEAM, visual literacy, digital literacy, university education, creative robotics, scratch, critical thinking

Abstract

Introduction: Faced with a digitalised society that demands educational proposals that incorporate visual literacy and ICT in the classroom, this research project was born with the aim of evaluating the effectiveness of a STEAM audiovisual educational programme aimed at improving students' audiovisual and digital skills. Methodology: In this study, students of the Bachelor's Degree in Primary Education (N=67) create storytelling using digital illustration and creative robotics (Scratch) to reflect on the challenges of today's society. A methodology based on Visual Arts and STEAM Project Based Learning is applied. Data is collected through a standardised pre- and post-training questionnaire and a rubric for the evaluation of the interactive video animations created by the students. Results: The results show differences between the pre- and post-training questionnaires, improvements in attitude and knowledge after the training. The evaluation of the interactive video animations shows an improvement in the audiovisual and digital competences and critical skills of the trainees. Discussions: The research shows the effectiveness of interdisciplinary learning based on Visual Arts and STEAM pedagogy, but also the need for further research into new methodologies to meet the challenges of society.

Downloads

Download data is not yet available.

Author Biographies

Pilar Manuela Soto Solier, University of Granada

Pilar Manuela Soto Solier is Permanent Associate Professor at the Department of Didactics of Musical, Plastic and Corporal Expression of the Faculty of Education Sciences, University of Granada. She holds a PhD in Visual Arts from the University of Granada. Her main lines of research focus on innovation and educational research based on contemporary art; the design and implementation of artistic and technological educational programs based on STEAM pedagogy (Education-art-robotics). Educational research based on visual and audiovisual arts for the development of critical and creative thinking oriented to social and personal awareness and transformation.

Verónica Villena Soto, University of Granada

Verónica Villena Soto has a degree in Primary Education with a specialization in Special Education (Therapeutic Pedagogy) and a Master in Research, Social Development and Socio-educational Intervention from the University of Granada (Spain). Her main line of research focuses on the design and implementation of socio-educational interventions of inclusion and diversity aimed at people with Special Educational Needs (Autism Spectrum Disorder) through STEAM pedagogy. As well as the design and creation of specific interactive digital educational materials adapted to the needs of these people.

References

Asociación Española de Normalización (UNE) (2020). CTN 71/SC 36 - Tecnologías de la Información para el Aprendizaje. Calidad de los Materiales Educativos Digitales (MED) 03.180/ Educación. UNE 71362:2020). https://lc.cx/rfcBJG

Cabero Almenara, J. y Fernández Robles, B. (2018). Las tecnologías digitales emergentes entran en la Universidad: RA y RV. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 119-138. https://doi.org/10.5944/ried.21.2.20094

Calderón, N., y Hernández, F. (2019). La Investigación Artística. Un espacio de conocimiento disruptivo en las artes y en la universidad. Universitat de Barcelona. Octaedro.

Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39, 100-760. https://doi.org/10.1016/j.tsc.2020.100760

Colucci-Gray, L., Burnard, P., Gray, D. y Cooke, C. (2019). A critical review of STEAM (science, technology, engineering, arts, and mathematics). Oxford Research Encyclopedia of Education., 1-26. https://doi.org/10.1093/acrefore/9780190264093.013.398

Comisión Europea (2021). Comunicación de la Comisión al Parlamento Europeo, al Consejo, al Comité Económico y Social Europeo y al Comité de las Regiones sobre el Plan de Acción de Educación Digital. Bruselas. https://lc.cx/M9YZ91

Dacos, M. (2011, 26 de marzo). Manifiesto por unas humanidades digitales. Hypotheses. THAT Camp Paris. https://lc.cx/BVc6Y7

Diego-Mantecón, J. M., Blanco, T. F., Ortiz-Laso, Z. y Lavicza, Z. (2021). STEAM projects with KIKS format for developing key competences. Comunicar, 29(66), 33-43. I https://doi.org/10.3916/C66-2021-03

Du Preez, V., Barnes, V. y Thurner, T. W. (2019). Bringing marginalized communities into the innovation journey: Digital storytelling as a means to express the better future for San people. African Journal of Science, Technology, Innovation and Development, 11(1), 29-36. https://hdl.handle.net/10520/EJC-1490fa6aaf

Duarte-Melo, A. (2020). Self-destructive content in university teaching: new challenge in the Digital Competence of Educators. Communication & Society, 33(3), 187-199. https://doi.org/10.15581/003.33.3.187-199

García-Fuentes, O., Raposo-Rivas, M. y Martínez-Figueira, M. (2023). El enfoque educativo STEAM: una revisión de la literatura. Revista Complutense de Educación, 34(1), 191-202. https://doi.org/10.5209/rced.77261

Hawari, A. D. M. y Noor, A. I. M. (2020). Project based learning pedagogical design in STEAM art education. Asian Journal of University Education, 16(3), 102-111. https://doi.org/10.24191/ajue.v16i3.11072

Holenko Dlab, M. y Hoic-Bozic, N. (2021). Effectiveness of game development-based learning for acquiring programming skills in lower secondary education in Croatia. Education and Information Technologies, 26(4), 4433-4456.

https://doi.org/10.1007/s10639-021-10471-w

Hsu-Chan K., Ya-Ting C. Y., Jung-San C. y Ting-Wei H. (2022). The Impact of Design Thinking PBL Robot Course on College Students’ Learning Motivation and Creative Thinking. IEEE Transactions on Education, 65(2), 124-131. https://doi.org/10.1109/TE.2021.3098295

Jiménez, I. A., Martelo, R. J. y Jaimes, J. D. (2017). Dimensiones del empoderamiento digital y currículo para el sector universitario. Formación universitaria, 10(4), 55-66. http://dx.doi.org/10.4067/S0718-50062017000400006

López-Banet, L., Perales, F. J., y Jimenez-Liso, M. R. (2021). STEAM views from a need: the case of the chewing gum and pH sensopill. Journal for the Study of Education and Development, 44(4), 909-941. https://doi.org/10.1080/02103702.2021.1927505

Martínez-Bravo, M. C. (2021), La alfabetización digital, un reto para el empoderamiento tecno-social. En Escobar Rodillo, A. P. (Coord.), Pandemia y nuevas realidades para la comunicación en Ecuador (pp. 79-120). Ediciones Ciespal.

Mikelic, N., Lesin, G. y Boras, D. (2016). Introduction of Digital Storytelling in Preschool Education: A Case Study from Croatia. Digital Education Review, 30, 94-105. http://greav.ub.edu/der/

Mishra, P. y Koehler, M. J. (2006). El conocimiento del contenido pedagógico tecnológico: un nuevo marco para el conocimiento docente. Registro del Colegio de Maestros, 108(6), 1017- 1054. https://doi.org/10.1111/j.1467-9620.2006. 00684.x

Ohler, J. B. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press, https://doi.org/10.4135/9781452277479

Ortega-Torres, E. (2022). Training of future STEAM teachers: Comparison between primary degree students and secondary master's degree students. Journal of Technology and Science Education, 12(2) 484-495. https://doi.org/10.3926/jotse.1319

Ortiz-Revilla, J., Greca, I. M. y Meneses-Villagrá, J. Á. (2021). Effects of an integrated STEAM approach on the development of competence in primary education students. Journal for the Study of Education and Development, 44(4), 838-870. https://doi.org/10.1080/02103702.2021.1925473

Quigley, C. F., Herro, D., King, E. y Plank, H. (2020). STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School. Journal of Science Education and Technology, 29(4), 499–518. https://doi.org/10.1007/s10956-020-09832-w

Relkin, E., De Ruiter, L., y Bers, M. U. (2020). TechCheck: Development and validation of an unplugged assessment of computational thinking in early childhood education. Journal of Science Education and Technology, 29(4), 482-498.

https://doi.org/10.1007/s10956-020-09831-x

Roldán, J. y Marín-Viadel, R. M. (2012). Metodologías Artísticas de Investigación en Educación. Aljibe.

Sáez-López, J. M., Buceta Otero, R. y De Lara García-Cervigón, S. (2021). Introducing robotics and block programming in elementary education. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 95-113. http://dx.doi.org/10.5944/ried.24.1.27649

Sevilla, Y. y Solano, N. (2022). Inclusión educativa de la mano de STEAM y las nuevas tecnologías. Supervisión, 21(55), 24. https://usie.es/supervision21/index.php/Sp21/article/view/439

Soto-Solier P. M. y Villena-Soto, V. (2022). Arte contemporáneo y proyectos STEAM. Desarrollo de competencias audiovisuales y tecnológicas en la formación de profesorado. En C. Romero-García (Coord.), Innovación docente y prácticas educativas para una educación de calidad (pp.777-798). Dykinson.

Soto-Solier, P. M., Villena-Soto, V. y Molina-Muñoz, D. (2023). Percepciones de los futuros docentes sobre la integración de la robótica creativa en Educación Primaria Pixel-Bit. Revista de Medios y Educación, 67, 284-314. https://doi.org/10.12795/pixelbit.96781

Vidal, M. (2022). Enseñar Pensamiento Crítico. Ciclogénesis

Villalustre Martínez, L. y Moral Pérez, M. E. D. (2014). " Digital storytelling": una nueva estrategia para narrar historias y adquirir competencias por parte de los futuros maestros. Revista Complutense de Educación, 25(1), 115-132. https://doi.org/10.5209/rev_RCED.2014.v25.n1.41237

Wu, J. y Chen, D. T. V. (2020). A systematic review of educational digital storytelling. Computers y Education, 147, 103786. https://doi.org/10.1016/j.compedu.2019.103786

Xia, L. y Zhong, B. (2018). A systematic review on teaching and learning robotics content knowledge in K-12. Computers & Education, 127, 267-282. https://doi.org/10.1016/j.compedu.2018.09.007