Maestría Educación STEM para el Desarrollo Social

URI permanente para esta colecciónhttp://hdl.handle.net/11634/59071

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“Sonidos de mi territorio” sonidos de mi territorio: luthería escolar STEAM para la preservación del patrimonio musical de los Montes de María.
(Universidad Santo Tomás, 2026-07-27) Gómez Narváez, Enelis María; Tovar Hoyos, Javier Felipe; Chitiva Méndez, Diego Andrés; González Valcárcel, Adriana Paola; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001318586; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001993779; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386146; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386144; https://scholar.google.com/citations?user=0bwhAwUAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4955-2036; https://orcid.org/0009-0006-7228-4075; https://orcid.org/0009-0005-2109-9657; https://orcid.org/0009-0007-9507-7332
This study systematically addresses the erosion of sound identity and the silencing of the musical heritage of Montes de María in the district of Bajo Don Juan (Colosó, Sucre). Historically, the aftermath of the post-conflict period and exogenous cultural standardization have dismantled the networks for transmitting ancestral knowledge, causing a severe disconnection between new generations and their roots. Facing this reality, and moving beyond a mere material deficit of classroom resources, the research focuses on the active recovery of cultural tradition. Through Participatory Action Research (PAR) methodology and an inquiry-based STEAM pedagogical approach, the rural student is conceived as an active researcher capable of transforming their context. An artisanal school lutherie system was implemented with a sample of 14 primary school students. The iterative design process allowed the technical transition from exploratory prototypes (v1) to optimized versions (v2) using everyday local materials such as PET, PVC, and chirilla. This rigorous process achieved a 55% improvement in acoustic quality and an 85% sound stability, parameters that were validated through comparative listening by local tradition-bearers, thus ensuring fidelity for the execution of rhythms such as cumbia, porro, and bullerengue. The findings demonstrate that school lutherie not only fosters the development of scientific and technical competencies but also operates as a profound act of educational sovereignty and symbolic reparation. By building their own expression tools, the community consolidates a technological autonomy that revitalizes living memory and challenges the paradigms of traditional education.
Matemáticas gamificadas: “desbloqueando el pensamiento matemático para Potenciar habilidades interdisciplinares”.
(Universidad Santo Tomás, 2026-07-27) Suarez Velasquez, Luis Enrique; Gordillo Lozano, Norma Constanza; Villamil Betancur, Jairo Alonso; Saiz Guzman, Mary Brigitte; Lopez Ramirez, María Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001754780; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001759551; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386117; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002385794; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000004345; https://scholar.google.com/citations?user=QqPIOvIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-8172-3726; https://orcid.org/0000-0002-8436-4092; https://orcid.org/0009-0005-6852-3697
This paper addresses the lack of interest in the field of logical reasoning skills and the application of strategies for analyzing, understanding, designing, executing, and verifying problem solutions. Evidence suggests that students experience boredom, apathy, laziness, fatigue, and frustration when facing mathematical problems, often failing to find solutions even when using different tools. This situation prevents students from focusing their interest and accessing various alternative solutions offered in workshops. The primary goal is to make learning more attractive by developing an action-research study methodology and implementing a gamification strategy. This approach is expected to awaken students' interest and curiosity in interaction, exploration, problem-solving, identifying and representing ratios and rates, understanding and applying probability concepts, planning a production process, designing a statistical structure, and utilizing STEM approaches for learning how to solve problems. The project aims for a more significant and entirely engaging learning experience for the student, where its transcendence lies in the development of STEM and logical-mathematical thinking. Keywords: Learning strategies, problem-solving, gamification, logical-mathematical thinking.
Transformaciones educativas en la era digital: enfoques, capacidades y prácticas innovadoras
(Universidad Santo Tomás, 2026-07-27) Parejo Pacheco, Guillermo Andres; Lopez Ramirez, Maria Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001754780; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001690089; https://orcid.org/0000-0001-8172-3726; https://scholar.google.com/citations?user=QqPIOvIAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0000-8557-5070
The digital transformation of education has shifted the focus from technological provision toward the actual capabilities of those who inhabit the school. This project characterizes such capabilities in a public educational institution in the Colombian Caribbean through a baseline diagnostic study applied to two populations: five STEM teachers and twenty-two tenth-grade students. Two self-designed instruments were used: a comprehensive teacher assessment combining an objective test of disciplinary and pedagogical knowledge with a self-assessment of professional competencies across five dimensions, and a student questionnaire integrating academic interests, self-perceived capabilities, and a nine-item computational thinking test at basic and applied levels. Results show heterogeneous teacher performance, with strengths in technology and engineering and a critical weakness in scientific knowledge, against a uniformly high self-perception of competencies; among students, an intermediate performance in computational thinking that declines in applied programming and control-structure tasks, accompanied by very high declared interest and almost no prior experience. The cross-cutting finding is a consistent gap between perceived and demonstrated capabilities, present in both populations, which constitutes the main input for guiding relevant innovative practices. The study provides a measurable baseline, replicable instruments, and a set of guidelines for designing a subsequent phase of STEM-oriented pedagogical intervention.
Sonidos de mi territorio: luthería escolar STEAM para la preservación del patrimonio musical de los Montes de María.
(Universidad Santo Tomás, 2026-07-08) Gómez Narváez, Enelis María; Tovar Hoyos, Javier Felipe; Chitiva Méndez, Diego Andrés; Gómez Varcacel, Adriana Paola; Riaño Salgado, Ana Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001485515; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386144; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386146; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001993779; https://orcid.org/0000-0002-9735-6577; https://orcid.org/0009-0007-9507-7332; https://orcid.org/0009-0005-2109-9657; https://orcid.org/0009-0006-7228-4075
This study systematically addresses the erosion of sound identity and the silencing of the musical heritage of Montes de María in the district of Bajo Don Juan (Colosó, Sucre). Historically, the aftermath of the post-conflict period and exogenous cultural standardization have dismantled the networks for transmitting ancestral knowledge, causing a severe disconnection between new generations and their roots. Facing this reality, and moving beyond a mere material deficit of classroom resources, the research focuses on the active recovery of cultural tradition. Through Participatory Action Research (PAR) methodology and an inquiry-based STEAM pedagogical approach, the rural student is conceived as an active researcher capable of transforming their context. An artisanal school lutherie system was implemented with a sample of 14 primary school students. The iterative design process allowed the technical transition from exploratory prototypes (v1) to optimized versions (v2) using everyday local materials such as PET, PVC, and chirilla. This rigorous process achieved a 55% improvement in acoustic quality and an 85% sound stability, parameters that were validated through comparative listening by local tradition-bearers, thus ensuring fidelity for the execution of rhythms such as cumbia, porro, and bullerengue. The findings demonstrate that school lutherie not only fosters the development of scientific and technical competencies but also operates as a profound act of educational sovereignty and symbolic reparation. By building their own expression tools, the community consolidates a technological autonomy that revitalizes living memory and challenges the paradigms of traditional education.
La estación meteorológica escolar: una estrategia STEM para fomentar el desarrollo del pensamiento científico.
(Universidad Santo Tomás, 2026-07-08) Buenhombre García, María Alejandra; Mosquera Alegría, Jhonatan; Fiscal Ladino, Jhon Alexander; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000005636; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490949; https://scholar.google.com/citations?user=ewFRLbUAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2126-3956; https://orcid.org/0009-0007-0494-725X; https://orcid.org/0009-0007-9036-4818
Based on the need to create and implement new universal educational strategies that promote innovation and guarantee the integration of scientific thinking, using STEM as an approach mainly in students from rural areas where knowledge about climate changes that affect crops and daily life is scarce, this project proposes the creation and implementation of a School Meteorological Station, at the I.E Domingo Savio, located in the Villahermosa area of the municipality of San Antonio Tolima. To develop and implement this educational strategy, the project proposes the design of a Meteorological station and the implementation of activities that enable students to observe, quantify, and examine climatic factors such as rainfall, wind, and temperature, using tools they make themselves with easily accessible materials. This strategy involves cross-curricular work with natural sciences, mathematics, technology, and English, fostering the development of skills such as hypothesis development, data documentation, data interpretation, and verbal and written expression in English. In addition to enhancing scientific skills, the project's mission is to connect the school and its students with the local agricultural context, contributing to the identification of climate change as an imminent phenomenon and fostering scientific careers in rural settings. It is anticipated that students will not only acquire knowledge but will also become promoters of learning in their community, producing an educational and social impact at the local context.
Las aventuras STEM de brócoli de la Mancha de las Quintas Cuartas Colinas: Explorando el pensamiento computacional y las habilidades digitales tempranas en primaria.
(Universidad Santo Tomás, 2026-07-08) Méndez Bohórquez, Nubia Alexandra; Tovar Reyes, Johanna; Gutierrez Giraldo, Mónica María; Riaño Salgado, Ana Milena; Universidad Santo tomás; 0009-0003-5767-4292; 0000-0002-9735-6577
This research project is conducted at Colegio Técnico San Cristóbal Sur sede B, located in Bogotá, in the fourth district of San Cristóbal, with a purposive sample of 14 second-grade boys and girls, and emerges from identifying a significant gap in early access to STEM experiences that limits the development of digital competencies from the first years of schooling. Its central purpose is to design and evaluate a pedagogical strategy mediated by the beloved character "Brócoli de la Mancha de las Quintas Cuartas Colinas", aimed at fostering the development of computational thinking and early digital skills in students, through a transdisciplinary, playful and deeply equity-driven approach. Under Elliott's Educational Action Research methodology, the investigation recognizes the teacher as a reflective researcher of their own practice and was developed in articulated cycles that included an initial diagnosis through a logical challenge instrument, the design of a playful and transdisciplinary strategy, an intensive pilot test mediated by an interactive digital resource developed in Python, and finally a critical analysis of the experience through systematic observation and reflection. The results of the pilot test demonstrate that narrative and gamification are not simply decorative resources, but the foundation that opens real doors to computational thinking when presented with clear purpose and from an equity perspective. This proposal is consolidated as a roadmap for digital innovation, aligned with the school's Institutional Educational Project, the student profile and the guidelines of the Ministry of National Education, providing a reflective basis for transforming future pedagogical practices and enhancing digital innovation processes from the earliest years of schooling.
El colegio como espacio STEM: una aproximación a la integración del aprendizaje basado en problemas (ABP) para fortalecer el desarrollo del pensamiento crítico
(Universidad Santo Tomás, 2026-06-22) Estupiñan Garzón, Angie Daniela; Bolívar Carrero, Deisy Katherine; Rangel Pico, Danna Camila; Viasus Romero, Bibiana Andrea; Gordillo Bogota , Heidy Esperanza; Ana Milena , Riaño Salgado; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001382998; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001485515; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002208398; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000202278; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386432; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386439; https://scholar.google.com/citations?user=qh90busAAAAJ&hl=es&oi=ao; orcid logo https://orcid.org/0000-0002-4431-578X; https://orcid.org/0000-0002-9735-6577; https://orcid.org/0009-0004-6959-5433; https://orcid.org/0009-0004-5560-8547; https://orcid.org/0009-0003-5237-7598; https://orcid.org/0009-0009-1919-9471
This research aimed to implement a didactic sequence integrating the STEM approach and Problem-Based Learning (PBL) to analyze the evolution and strengthening of critical thinking in ninth-grade students at the Institución Educativa Técnica Pablo Valette (San Pablo de Borbur, Boyacá). The identified problem was rooted in the persistence of traditional, rote-based pedagogical models that limited the development of analysis and logical reasoning competencies. Methodologically, the study was framed within an action-research design using a mixed-methods approach, structured into diagnostic, action-observation, and evaluation phases. The didactic sequence, titled Sinergia STEM, was designed and implemented, linking challenges situated in the local mining-environmental context with technological mediation strategies. Pre-tests, post-tests, and field diaries were employed as data collection instruments. The results demonstrated a significant evolution in self-regulation, inference, and analysis skills, evidenced by both an increase in quantitative performance levels and a qualitative analysis of the autonomy and inquiry processes recorded during technical problem-solving. In conclusion, the integration of real-world problems and an interdisciplinary approach fostered the territorialization of the curriculum, allowing students to transition from empirical knowledge to rigorous scientific understanding. This proposal confirms that transforming the classroom into a STEM space enhances the capacity of individuals to act critically and responsibly within their socio-mining environments.
Diseño de una propuesta pedagógica basada en ABP con enfoque STEM para el fortalecimiento del pensamiento computacional en estudiantes de educación media.
(Universidad Santo Tomás, 2026-07-07) Araque Oviedo , Andrés Giovanny; Barrera García , Edna Katherine; Merchán, Sandra; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001485515; https://orcid.org/0000-0002-9735-6577
Based on the technological needs arising from the challenges of the 21st century and a constantly changing society, where the development of skills and competencies are essential for having integral human beings. Faced with the need to overcome deficiencies in scientific and technological competencies, Colombia, through standardized tests, has evidenced a deficiency in the development of computational thinking. Therefore, at the Suazapawa I.E., located in the municipality of Nobsa, Boyacá, these tests reveal a deficit in the use of technological resources and their environmental implications, and even the lack of pattern recognition in presented data. This situation presents an opportunity to create a pedagogical strategy based on automated irrigation, aimed at strengthening computational thinking through a STEM approach; consequently, this research seeks to contribute to the development of skills such as automation, problem decomposition, and algorithm design, as well as competencies like problem-solving and digital literacy. Consequently, the design is expected to improve indicators in the Science, Technology, and Society component and also foster crucial 21st-century skills.
Robótica educativa como estrategia didáctica para el fortalecimiento del pensamiento computacional en estudiantes de tercer grado de primaria bajo el enfoque STEM
(Universidad Santo Tomás, 2026-07-05) Coronado Jimenez, Andrea Camila; Pereira Torres, Esmeralda; Torres Rivero, Andrea Carolina; Gutiérrez Giraldo, Mónica María; Riaño Salgado, Ana Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000074657; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001446966; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386483; https://scholar.google.com/citations?user=QXuedsEAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9747-1340; https://orcid.org/0009-0003-9001-2450; https://orcid.org/0009-0002-6795-4549
In education, especially at the elementary level, the traditional curricular structure is prioritized, characterized by the fragmentation of knowledge, rote memorization, and the lack of connections to everyday life. This situation limits the development of students’ scientific and logical thinking, since experiential and meaningful learning practices are reduced. Considering the above, the articulation of computational thinking and STEM education was proposed through the implementation of a didactic strategy integrated with robotics, with the purpose of capturing the group’s interest and, from there, developing computational thinking skills in an integrated manner with pedagogical practices that benefit third-grade students at Sister Johanna School in different areas. Therefore, the research adopted a qualitative approach aimed at identifying the level of computational thinking among third-grade students and, based on the information obtained, designing a didactic strategy according to their needs. It is important to clarify that this approach was implemented due to its feasibility in interpreting needs, analyzing educational processes, and acting according to what was observed. Likewise, the spiral model of action research proposed by Stephen Kemmis and Robin McTaggart (1988) was implemented, involving cycles of planning, action, observation, and reflection. These cycles allowed not only the identification of the problems, but also the development of a self-reflective process and the implementation of the necessary adjustments. In the main phase, difficulties faced by the students regarding computational thinking skills were identified, such as structural thinking, systems thinking, abstraction, pattern recognition, algorithms, and sequences. Based on these findings, a strategy was created in which, through the narrative of a capybara, students completed missions involving different activities designed to develop and strengthen the previously mentioned skills. During the reflection phase, the data collected through a post-test were analyzed and interpreted in order to evaluate the impact of the strategy, while also making the necessary adjustments for future implementation. Based on the results obtained in the post-test, it can be concluded, in relation to the general objective of the research, that the didactic strategy based on educational robotics under the STEM approach successfully strengthened computational thinking among third-grade students at Sister Johanna School in Barranquilla. This is particularly evident in the high number of correct answers achieved in questions related to sequences, pattern recognition, algorithms, abstraction, and debugging, where in most cases the percentages of correct responses were almost total. Although some questions presented minor isolated errors, the overall results show significant progress in logical reasoning and sequential problem-solving dynamics. Furthermore, this demonstrates that the activities developed through robotics generated more participatory and practice-oriented learning processes.
Transformaciones Educativas Era Digital: Enfoques, Capacidades Y Prácticas Innovadoras.
(Universidad Santo Tomás, 2026-07-01) Rodríguez Jiménez, Martha Isabel; López Ramírez, María Ximena; Riaño, Ana Milena; Universidad Santo Tomás
The study found the work carried out within the CTeI research group (Educational Transformations in the Digital Era: Approaches, Capacities, and Innovative Practices) as part of the STEMEXPLORA – Exploring STEM Education project. Through a documentary review, it was found out that the integration of Information and Communication Technologies (ICT) into teaching and learning processes in Colombia depends on the interaction among technological infrastructure, teachers’ roles, and institutional culture. A qualitative analysis of specialized literature reveals that, although public policies have expanded access to digital technologies, significant challenges remain regarding teacher education, the pedagogical integration of ICT, and territorial and sociocultural inequalities. Teachers are recognized as the primary agents of educational transformation by promoting active learning methodologies and the critical use of digital technologies to strengthen scientific and digital competencies. Likewise, an innovation-oriented institutional culture requires effective leadership, continuous professional development, and contextualized policies that integrate infrastructure, pedagogical support, and inclusion. It is concluded that the digital transformation of Colombian demands institutional strengthening of capacities and teachers´ competencies to integrate ICT meaningfully and enhance educational quality. Finally, this contribution is expected to support the development of the final book to be published by Santo Tomas University in 2027.
Transformaciones educativas era digital: enfoques, capacidades y prácticas innovadoras
(Universidad Santo Tomás, 2026-07-01) Duque Guerrero, Carold Steffanie; López Ramírez, Maria Ximena; Riaño, Ana Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001754780; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001485515; https://orcid.org/0000-0001-8172-3726; https://orcid.org/0000-0002-9735-6577
This study examines the role of physical and digital infrastructure as a structural factor influencing the pedagogical appropriation of Information and Communication Technologies (ICT) within the Colombian educational system. Through a critical review of scholarly literature, public policy documents, and official statistical reports, the research analyzes the institutional conditions surrounding the implementation of national technology deployment programs between 2009 and 2025. The study adopts a systemic perspective that integrates both hard infrastructure (equipment, connectivity, and physical facilities) and soft infrastructure (institutional capacities, teacher professional development, technical support, and pedagogical management). The findings demonstrate that the mere availability of technological resources does not ensure educational innovation or meaningful transformations in teaching and learning practices. Instead, persistent technology-deterministic approaches have contributed to the underutilization of technological resources, fragmented integration strategies, and a significant gap between infrastructure investment and effective pedagogical appropriation. As a theoretical contribution, the study proposes a conceptual framework that conceptualizes ICT appropriation as a multidimensional process shaped by organizational, cultural, pedagogical, and territorial factors. The study concludes that strengthening institutional capacities is a prerequisite for achieving sustainable educational transformation and fostering meaningful technology integration in educational contexts characterized by persistent structural inequalities.
Genios con botas: diseño de una estrategia didáctica con enfoque STEM para la sensibilización ambiental y el cuidado del suelo en estudiantes de básica primaria de Carmen de Carupa, Cundinamarca
(Universidad Santo Tomás, 2026-06-29) Díaz Herrera, Nidia; Guerrero Montero, Diana Marcela; Daza Bolaños, Eduin de Jesús; Murcia Mora, Elmer; Riaño Salgado, Ana Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001485515; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002080179; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002498371; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002494934; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002498327; https://scholar.google.com/citations?user=mMkdq2kAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0004-4782-1591; https://orcid.org/0009-0004-4782-1591; https://orcid.org/0009-0007-8432-4107; https://orcid.org/0009-0008-6803-2080; https://orcid.org/0009-0000-7168-4508
This research aimed to design a STEM-based teaching strategy focused on strengthening environmental awareness and soil care among elementary school students in the municipality of Carmen de Carupa, Cundinamarca. The study emerged from the need to enhance environmental understanding processes related to soil transformations and the environmental issues associated with mining activities within the rural context of the municipality. The research was conducted under a qualitative approach through a descriptive-propositional design and an applied research framework. Initially, a diagnostic phase was carried out to identify prior knowledge, socio-environmental representations, and environmental perceptions constructed by second-grade elementary students regarding soil and territorial transformations. Techniques such as pedagogical observation, diagnostic workshops, graphic representation activities, and field journals were used. The findings revealed that students construct environmental interpretations through emotional and territorial categories associated with soil well-being, fertility, and environmental degradation. Likewise, a partial understanding of the environmental impacts caused by mining activities was identified, influenced by sociocultural and family dynamics characteristic of the rural context. Based on these findings, the STEM-based teaching strategy “Pequeñas Manitos” (“Little Hands”) was designed through seven interdisciplinary activities related to scientific observation, modeling, environmental exploration, and contextualized analysis of environmental issues. The proposal was subsequently validated through expert judgment, where specialists highlighted its pedagogical relevance, territorial contextualization, and potential to strengthen meaningful learning and environmental awareness processes. Due to limitations associated with the academic calendar and the time available for the development of the project, it was not possible to carry out a complete longitudinal implementation of the strategy. Nevertheless, the research succeeded in consolidating a contextualized and methodologically grounded pedagogical proposal, projecting future possibilities for implementation and evaluation in rural educational settings.
Diseño y validación preliminar mediante IA de una propuesta educativa ABP-STEM para abordar la problemática de gestión de residuos en el municipio de El Roble, Sucre
(Universidad Santo Tomás, 2026-06-29) Acevedo Arrieta, Adriana Lucía; Arrieta Buelvas, Efraín Mateo; García Otalora , Héctor Julián; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001615735; https://scholar.google.com/citations?user=41zNA46J0tEC&hl=es&oi=ao; https://orcid.org/0009-0005-0457-548X; https://orcid.org/0009-0000-8293-7363; https://orcid.org/0009-0006-4082-4508
This master’s tesis aims to design an educational proposal focused on Project-Based Learning (PBL) and the STEM approach, oriented toward strengthening waste management in the municipality of El Roble, Sucre, as well as to conduct its preliminary validation through Artificial Intelligence (AI). Since educational proposals require prior review before implementation, this research incorporates artificial intelligence as a complementary resource to preliminarily assess the coherence and relevance of the proposal, with the purpose of comparing its results with those obtained from expert judgment. The study arises from the need to address an environmental issue in the territory, related to the low coverage of waste collection services and the inadequate disposal of solid waste, particularly in rural areas of the municipality. In response to this reality, a contextualized educational proposal is presented to connect schools with local needs and to foster meaningful learning, environmental awareness, and community participation among students. The design integrates knowledge from science, technology, engineering, and mathematics to promote the development of essential competencies for both school and higher education. Addressing the geographical access constraints typical of rural settings, the research innovatively incorporates AI as a technological resource running concurrently and parallel to human expert judgment; this allows auditing the coherence and relevance of the construct prior to classroom implementation, thereby safeguarding ethical viability and the academic time of the student community. The expected outcome is to provide a relevant educational model that contributes to comprehensive education and to the strengthening of responsible practices in solid waste management.
Enseñanza de la cinemática desde el enfoque STEM mediante el uso de la microBit del programa nodos de pensamiento computacional en el grado décimo del colegio de Boyacá
(Universidad Santo Tomás, 2026-06-29) Rojas Mendoza, Pamela Andrea; Paredes García, Paula Yulanis; Ramírez Martínez, Jorge Enrique; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000674494; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001759599; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270992; https://orcid.org/0000-0002-1171-9710
The teaching of kinematics in secondary education represents a pedagogical challenge due to the persistence of traditional methodologies focused on formula memorization, limited experimentation, and the weak connection between physical concepts and real-life contexts. This issue was identified among tenth-grade students at Colegio de Boyacá, located in Tunja, where difficulties were observed in understanding and differentiating variables such as distance, displacement, speed, velocity, and acceleration. The general objective of this research was to foster the learning of kinematics concepts through modeling, simulation, and experimentation activities using the Micro:bit and the MakeCode platform, integrated with the STEM approach and discovery-based learning as didactic strategies. Methodologically, the study was conducted during the first semester of 2026 under a mixed-methods approach, using a pre-experimental pretest-posttest design applied to a group of tenth-grade students. The sample consisted of 60 students selected through convenience sampling. Data collection instruments included entry and exit questionnaires, checklists, performance rubrics, and an observation log. The pedagogical intervention was structured into three sessions focused on the analysis of distance and displacement, speed and velocity, and acceleration, through digital simulators, MakeCode programming, and experimentation with Micro:bit. The results showed a significant improvement in students’ conceptual and procedural understanding of kinematics. The average performance increased from 10 points in the pretest to 14.46 points in the posttest, on a 15-point scale. Likewise, conceptual understanding increased from approximately 69.3% to 95.4%, while practical problem-solving improved from 61.5% to 98.3%. The normalized Hake gain was 0.89, classified as high, and Cohen’s d effect size was 3.19, indicating a highly significant impact of the intervention. It is concluded that the integration of the STEM approach, Micro:bit, and MakeCode promotes meaningful learning of kinematics, strengthens computational thinking, and transforms physics teaching into a more active, contextualized, and interdisciplinary learning experience.
Diseño de recurso didáctico con enfoque STEM para promover el aprendizaje sobre desarrollo sostenible y conciencia ambiental en estudiantes de grado sexto del colegio de Boyacá de la a ciudad de Tunja.
(Universidad Santo Tomás, 2026-06-17) Cely Atuesta, Jessica Johanna; Pava Espitia, Olga Lucia; López Quiroga, Ivan Ricardo; Vargas Trilleras, Jhon Mauricio; Arana, Carlos Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002493597; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002381398; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000092569; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001335815; https://orcid.org/0009-0009-7158-9979; https://orcid.org/0009-0006-6157-8895; https://orcid.org/0009-0009-1239-0740; https://orcid.org/0009-0004-3094-5053
This project addresses the opportunity to strengthen practical learning in sustainability and improve waste management at the Colegio de Boyacá in Tunja, situations that generate environmental disconnection among sixth-grade students. Its purpose is to design a prototype of a didactic resource based on the STEM approach, integrating the circular economy as a central axis for sustainable action. Through the resource “Eco-Leaders of Boyacá,” 34 students participate in the transformation of plastic and organic waste by creating a productive living classroom and developing school-based bio-businesses, promoting active and contextualized learning. The methodology is grounded in a mixed-methods approach (qualitative–quantitative), which combines data analysis and interpretation of the educational context, as proposed by John W. Creswell and Vicki L. Plano Clark (2018). Likewise, Educational Action Research (EAR) is adopted, conceived as a cyclical process of pedagogical improvement based on reflection and action, according to Stephen Kemmis and Robin McTaggart (2014). This approach is structured in phases of diagnosis, design, implementation, and evaluation. The project encourages students to move from passive consumers to leaders capable of proposing sustainable solutions, quantifying environmental impacts, and applying principles of the circular economy. Its educational and social impact lies in strengthening environmental awareness, developing STEM competencies, and generating innovative pedagogical practices with a positive impact on the educational community of Tunja.
La integración de la cultura STEM en el diseño curricular del área de matemáticas: un caso particular para grado quinto.
(Universidad Santo Tomás) Barragan Caycedo, Maria Fernanda; Barrera Torres, Jhon Jairo; Rojas Tolosa, Sandra Milena; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002385984; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386011; https://orcid.org/0009-0007-0464-9017; https://orcid.org/0009-0001-8658-649X
This research addresses problems in the learning and teaching of mathematics, revealing low scores on standardized tests and a curriculum that is decontextualized and poorly aligned with the needs of contemporary society. In this context, the aim is to formulate a curricular proposal for mathematics in primary education that integrates STEM culture in a way that fosters the development of STEM competencies in students at the Nuevo Horizonte Educational Institution. Methodologically, the research employs a qualitative approach with a descriptive-propositive scope, using a case study. Documentary and content analysis were used to identify the key elements of a curriculum design from a STEM perspective, which were then used to design and validate the proposal through expert review. As a result, a flexible and editable template was designed, incorporating STEM culture, the use of active methodologies, learning from STEM contexts, the development of STEM competencies, and competency-based assessment. In this way, a fifth-grade example was established focusing on issues related to the Magdalena River, thus enabling contextualized and interdisciplinary learning scenarios. In short, this proposal is innovative and relevant to the challenges of 21st-century education, as it integrates the STEM approach to enhance skills aligned with current problems.
Ideobots: pensar, crear y resolver con diversión
(Universidad Santo Tomás, 2026-06-25) Santamaría Restrepo, Geraldine; Niño Matiz, Natally; González Marín, Yeraldine; Peña Morales , David; Riaño Salgado, Ana María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001711366; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002385389; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001559998; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001485515; https://scholar.google.com/citations?hl=es&user=U8vi9DoAAAAJ; https://orcid.org/0009-0004-6277-5343; https://orcid.org/0000-0001-5795-4014; https://orcid.org/0000-0003-2965-6356; https://orcid.org/0000-0002-9735-6577
The growing technological wave of recent years has generated immediate reflections and changes in society, ranging from individuals to social sphere. This transformation has reshaped how the future is envisioned and how individuals must learn to live in a volatile reality. Consequently, the relevance of 21st-century skills has become increasingly evident, along with the need to implement new approaches that enable society to face the challenges of an uncertain future.In this context, the STEAM approach and computational thinking have become fundamental tools for responding to the rapid technological advances of our time, which are now present in everyday classroom environments. Robotics, in particular, emerge as an opportunity within learning settings, allowing students to engage with technology through interaction and practice, thereby fostering skill development from an early age. However, integrating robotics with the development of computational thinking and the STEAM approach within a segmented curriculum remains a challenge, as education continues to focus primarily on content and instruction.This project aims to provide students with an education mediated by the STEAM approach, promoting the development of essential skills for success in this process. It is crucial to exercise thinking through problem-solving, strengthening abilities such as creativity, teamwork, and communication. For this reason, the strategy “IDEOBOTS: Guardians of Thinking” is proposed, seeking to enhance skills related to computational thinking, teamwork, and gamification through both online and offline activities, thereby enriching learning processes in STEAM environments.
Diseño de una guía metodológica para desarrollar el pensamiento crítico por medio de la articulación del enfoque STEM con los proyectos ambientales escolares (PRAE) de instituciones educativas en Colombia: caso de estudio colegio Innova Schools Zipaquirá
(Universidad Santo Tomás, 2026-06-23) Téllez Pineda, Ana María; Guasca Carabali, Edith Mayerly; Murillo Quintero, Alejandra; Caballero Ariza, Xiovanna Beatriz; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001459864; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002441324; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002441323; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002051584; https://scholar.google.com/citations?user=oIyZQdsAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-5849-8233
This research presents the design and implementation of a STEM–PRAE seedbed named “Innovers por el Páramo: Guerrero, corazón del territorio,” developed at Innova Schools Zipaquía (Cundinamarca, Colombia) between March and May 2026, with the participation of 34 secondary school students. The study follows a qualitative participatory action research (PAR) approach with reflective cycles and mixed data collection methods. Instruments included a baseline perception questionnaire (n = 33), digital field journals (S01–S07), a STEM-PRAE competency framework with fifteen indicators across five areas (Scientific, Technological, Engineering, Mathematical, and Sociocomunitaria), and a knowledge-management tool based on interconnection graphs that visualized in real time the relationships among sessions, pedagogical strategies, and activated competencies. Results show that the Scientific and Sociocultural areas concentrated the highest activation density (13 and 12 connections, respectively), while the S–E, S–SC, and E–SC pairs co occurred in all executed sessions, providing empirical evidence of sustained transdisciplinary integration. As an emergent outcome, a mixed student team won first place at the DesafIA la Educación competition (Universidad de los Andes, 2026) with a proposal for organic waste separation using artificial intelligence. The systematization of the experience produced a twenty page methodological guide replicable in other primary and secondary schools. Findings suggest that STEM–PRAE articulation, mediated by inquiry-based learning, engineering design, and peer mentoring strategies, strengthens territorial environmental awareness and STEM competency development in rural and peri-urban school contexts in Colombia.
Enfoque educativo STEM+ para fomentar la conciencia ambiental en los educandos de 4 y 5 de la institución educativa rural El Rosal, sede La Manuelita.
(Universidad Santo Tomás, 2026-06-24) Cuaran Agredo, Leidy Yamileth; Villota Cortés, Andrés Fabián; Ramírez Rojas, Generitd; Romero Rincón, Yulieth Nayive; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001341140; https://scholar.google.com/citations?user=Y6j_tu4AAAAJ&hl=es&oi=sra; https://orcid.org/0000-0002-6949-530X
This degree thesis aims to analyze the impact of an educational proposal with a STEM+ approach on strengthening environmental awareness regarding the importance of wildlife conservation among fourth and fifth grade students at the El Rosal Rural Educational Institution, Manuelita campus, in the municipality of Valle del Guamuez, Putumayo Department, Colombia. It arose from the observation that students lack environmental awareness about wildlife and have not developed a deep understanding of the importance of preserving the different species that inhabit their environment. For this reason, the design and implementation of a didactic sequence based on the STEM+ educational approach (Science, Technology, Engineering, Mathematics, with an emphasis on the social and environmental component) is proposed to strengthen environmental awareness and appreciation of wildlife. The theoretical framework is structured around four fundamental categories: STEM Education, Project-Based Learning (PBL), Wildlife, and Environmental Awareness. This work is framed within the STEM line of thought, with a qualitative research approach, which is relevant for understanding the experiences, perceptions, and transformations that emerge in the educational context from the implementation of the teaching sequence. It is also guided by participatory action research, because it allows for direct and conscious intervention in the educational process, thus improving pedagogical practices, promoting environmental awareness, and generating significant transformations in students and the community. Participant observation was used for data collection. The instruments used included field journals and a wildlife awareness scale. Finally, the results demonstrate significant progress in the cognitive, affective, and behavioral dimensions of environmental awareness, strengthening critical thinking, collaborative work, and responsible attitudes toward environmental care and conservation.
Ruta de intervención pedagógica para fortalecer la motivación hacia la elección de carreras STEM en estudiantes de grado undécimo de la Escuela Normal Superior de Saboyá. Este proyecto aporta al fortalecimiento del interés vocacional científico-tecnológico de los estudiantes y al progreso social de la comunidad. Este proyecto es innovador porque integra estrategias didácticas y experienciales que acercan a los estudiantes a las áreas STEM.
(Universidad Santo Tomás, 2026-06-24) Rodríguez Ruiz, Holman Orlando; Villamil Díaz, Diego Alejandro; Chaparro Parra, Jaime Alfonso; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001409287; https://orcid.org/0000-0001-5404-2458; https://orcid.org/0009-0009-3488-8734
This research aims to understand and transform the relationship that eleventh-grade students at the Escuela Normal Superior de Saboyá have with the areas of science, technology, engineering, and mathematics (STEM). The starting point was the observation of a recurring phenomenon at the institution: when choosing a career path, most young people do not consider STEM disciplines an attractive or viable option, which also limits the development of a life project linked to scientific and technological advancement. This situation led to the design of a pedagogical intervention plan that not only aims to inform students about these areas but also seeks to make them experiential in order to modify their perceptions of them. Due to its emphasis on the relationship between education and social mobility, this study falls within the research area of education and social development. Given this context, the study employs a mixed-methods approach with a descriptive and sequential methodology, supported by the use of instruments such as surveys (pre-test/post-test) and in-depth (semi-structured) interviews. The sample consisted of 28 students from the eleventh grade three group, among whom the personal, family, economic and academic factors that influence their vocational decisions were highlighted. Based on this diagnosis, a pedagogical pathway was structured and implemented, which included gamified scientific experimentation activities and vocational reflection exercises. The findings indicate that the intervention contributed to broadening students' vision of training opportunities in science and technology, as well as strengthening their sense of agency in building their own life projects. It is concluded that experiential strategies, when articulated to the reality of the context, notably foster vocational interest in STEM careers, particularly in rural populations with limited access to scientific and technological role models.

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