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Revista de estudios y experiencias en educación

On-line version ISSN 0718-5162

Abstract

VIDELA REYES, Ronnie; ROSSEL SALAS, Sebastián; BUGUENO EGANA, Héctor  and  URRUTIA URRUTIA, Carlos. Design and implementation of a STEM educational environment in third-year primary school students: an enactive and ecological approach to the learning experience. Rev. estud. exp. educ. [online]. 2021, vol.20, n.44, pp.408-427. ISSN 0718-5162.  http://dx.doi.org/10.21703/0718-5162.v20.n43.2021.023.

The objective of this article is to understand the enactive and ecological teaching and learning process of students and teachers who participate in STEM educational environments to highlight the importance of the construction of artifacts in the understanding of integrated content through pedagogically mediated mathematical modeling. Regarding the development of the experience, the qualitative methodology was privileged through an ethnographic design that enhances the ecology of classroom learning. The results that stand out the most correspond to the analytical proposal of the enactive and ecological dynamic loop to illustrate the trajectory of change in students' cognition and learning, as their sensorimotor structures are reconfigured into proportional relationships modeled mathematically through of the simple rule of three during the construction and application of a dynamometer: exploration and manual control, functional parity, inferential parity and ecological learning. Likewise, the ecological pedagogical mediation that teachers deploy to transform the technical contents of the curriculum into specialized ecological niches is revealed.

Keywords : Science education; STEM; enaction; ecological psychology.

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