<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0124-2253</journal-id>
<journal-title><![CDATA[Revista científica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cient.]]></abbrev-journal-title>
<issn>0124-2253</issn>
<publisher>
<publisher-name><![CDATA[Universidad Distrital Francisco José de Caldas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-22532022000300328</article-id>
<article-id pub-id-type="doi">10.14483/23448350.19294</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Valoración de docentes multigrado sobre un marco que orienta el diseño de unidades STEM integradas]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment of Multigrade Teachers on a Framework that Guides the Design of Integrated STEM Units]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação de professores multisseriados em uma estrutura que orienta o design de unidades STEM integradas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez-Villarroel]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina-Paredes]]></surname>
<given-names><![CDATA[Jhonny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Inostroza]]></surname>
<given-names><![CDATA[Angela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chávez-Herting]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castrelo-Silva]]></surname>
<given-names><![CDATA[Nicole]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile  ]]></institution>
<addr-line><![CDATA[Puerto Montt ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Austral de Chile  ]]></institution>
<addr-line><![CDATA[Puerto Montt ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Austral de Chile  ]]></institution>
<addr-line><![CDATA[Puerto Montt ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Austral de Chile  ]]></institution>
<addr-line><![CDATA[Puerto Montt ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Escuela Francisco Chávez Cifuentes  ]]></institution>
<addr-line><![CDATA[Navidad ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>45</numero>
<fpage>328</fpage>
<lpage>344</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-22532022000300328&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-22532022000300328&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-22532022000300328&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El diseño de unidades STEM integradas en contextos escolares tradicionales ha sido ampliamente investigado. Sin embargo, no se ha explorado cómo elaborar este tipo de propuestas en contextos multigrado. Este estudio tiene como objetivo determinar la valoración de un grupo de docentes sobre la pertinencia y viabilidad de un marco que orienta el diseño de unidades STEM integradas en contextos multigrado. Además, se exploraron sus percepciones sobre la educación STEM y su implementación en estos contextos. Utilizando un diseño de investigación evaluativa con modalidad participativa en el contexto de un curso de desarrollo profesional en STEM, se implementaron grupos focales a lo largo de las sesiones, y se elaboró y aplicó un cuestionario al final del desarrollo profesional. Los hallazgos sugieren que el marco analizado es relevante y factible, pero se podrían integrar mejor algunas etapas. El profesorado está abierto a aprender para implementar este tipo de educación, la cual ve como una oportunidad para contextualizar e integrar conocimientos. Aun así, informan que necesitan un apoyo más constante y duradero para aplicarlo en sus aulas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The design of STEM units embedded in traditional schooling contexts has been extensively investigated. However, there has been no exploration on how to elaborate this type of proposal in multigrade contexts. This study aims to determine the assessment by a group of teachers on the relevance and feasibility of a framework that guides the design of integrated STEM units in multigrade contexts. Additionally, their perceptions of STEM education and its implementation in these contexts were explored. By using an evaluative research design with a participatory modality in the context of a professional development course in STEM, focus groups were implemented throughout the sessions, and a questionnaire was elaborated and applied at the end of professional development. Findings suggest that the analyzed framework is relevant and feasible, but some stages could be better integrated. Teachers are open to learn in order to implement this type of education, which they see as an opportunity to contextualize and integrate knowledge. Still, they report needing more constant and lasting support so as to apply it in their classrooms.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O projeto de unidades STEM integradas em contextos escolares tradicionais tem sido amplamente pesquisado. No entanto, como desenvolver esse tipo de proposta em contextos multisseriados não foi explorado. Este estudo visa determinar a avaliação de um grupo de professores sobre a relevância e viabilidade de uma estrutura que orienta a concepção de unidades STEM integradas em contextos multisseriados. Além disso, foram exploradas suas percepções sobre a educação STEM e sua implementação nesses contextos. Utilizando um desenho de pesquisa avaliativa com modalidade participativa no contexto de um curso de desenvolvimento profissional em STEM, grupos focais foram implementados ao longo das sessões, e um questionário foi desenvolvido e aplicado ao final do desenvolvimento profissional. Os achados sugerem que o framework analisado é relevante e viável, mas algumas etapas poderiam ser mais bem integradas. Os professores estão abertos ao aprendizado para implementar esse tipo de educação, que veem como uma oportunidade de contextualizar e integrar conhecimentos. Mesmo assim, relatam que precisam de apoio mais constante e duradouro para aplicá-lo em suas salas de aula.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación multigrado]]></kwd>
<kwd lng="es"><![CDATA[enfoque interdisciplinario]]></kwd>
<kwd lng="es"><![CDATA[enseñanza primaria]]></kwd>
<kwd lng="es"><![CDATA[plan de estudios integrado]]></kwd>
<kwd lng="es"><![CDATA[profesor de primaria.]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinary approach]]></kwd>
<kwd lng="en"><![CDATA[integrated curriculum]]></kwd>
<kwd lng="en"><![CDATA[multigrade education]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[primary school teacher.]]></kwd>
<kwd lng="pt"><![CDATA[abordagem interdisciplinar]]></kwd>
<kwd lng="pt"><![CDATA[currículo integrado]]></kwd>
<kwd lng="pt"><![CDATA[educação multisseriada]]></kwd>
<kwd lng="pt"><![CDATA[educação primária]]></kwd>
<kwd lng="pt"><![CDATA[professor de escola primaria]]></kwd>
</kwd-group>
</article-meta>
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