Resumo

CASTRO-INOSTROZA, Angela; JIMENEZ-VILLARROEL, Rodrigo  e  MEDINA-PAREDES, Jhonny. Design of Integrated STEM Units: A Proposal to Respond to the Challenges of the Multigrade Classroom. Rev. Cient. [online]. 2021, n.42, pp.339-352.  Epub 28-Out-2021. ISSN 0124-2253.  https://doi.org/10.14483/23448350.17900.

Multigrade teaching is challenged to ensure opportunities for access to authentic and relevant learning experiences, such as those available to students in traditional schooling contexts. In this reflection article, we argue that one way to address this and other challenges of teaching in multigrade contexts is to implement STEM education by supporting and encouraging teachers to design integrated STEM curricular units. We begin this article by sharing some considerations about the main challenges of multigrade education and the potential of integrated STEM education to address them. Next, we analyze the purpose of various teaching strategies in multigrade contexts reported in the literature, and we expose the main challenges associated with the design of integrated STEM units, identifying key aspects that must be considered to develop this type of proposals in such contexts. Finally, based on the identified aspects, we offer an alternative to bring STEM education closer to the multigrade classroom by proposing a framework to guide the design of integrated STEM units in these contexts.

Palavras-chave : educational strategies; integrated curriculum; interdisciplinary approach; multigrade education; primary education..

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