Maestría Educación STEM para el Desarrollo Social

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

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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.
Estado del arte de la integración del pensamiento computacional en matemáticas y tecnología e informática con enfoque STEM en el grado noveno en el periodo 2020-2025.
(Universidad Santo Tomás, 2026-06-26) Melo Botina, Lizeth Karina; Mora Pineda, Lady Liliana; Murillo Zuleta, Luisa Fernanda; Zuñiga Tobar, Alvaro Javier; Gutiérrez Girardo, Mónica María; 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=0000150001; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002385706; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002385818; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001475763; https://scholar.google.com/citations?user=nHBWz_oAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0001-4702-8540; https://orcid.org/0009-0007-3453-6574; https://orcid.org/0009-0006-2845-5199
This research develops a state of the art on the integration of computational thinking in the areas of Mathematics and Technology and Informatics, from a STEM approach, in ninth grade during the period 2020-2025. This research develops a state of the art on the integration of computational thinking in the areas of Mathematics and Technology and Informatics, from a STEM approach, in ninth grade during the period 2020-2025. This study stems from the need to understand how this integration has been addressed in national and international contexts, as well as to identify the types of pedagogical strategies used to promote it in the classroom. Computational thinking is recognized as a key competency for problem-solving, logical reasoning, abstraction, decomposition, pattern recognition, and algorithmic design. Furthermore, the STEM approach is presented as a pedagogical pathway for connecting knowledge, promoting active methodologies, and linking learning to real-world situations. Regarding the research methodology, a qualitative, documentary approach was adopted by hermeneutic analysis and processes of organization, categorization, and interpretation of academic, regulatory, and pedagogical sources. To this end, 79 documents published between 2020 and 2025 were reviewed and organized using an analysis matrix that allowed for the identification of trends, teaching strategies, educational resources, methodological approaches, and existing gaps. The findings show that computational thinking has shifted from a programming-centric view to a broader understanding as a form of cross-curricular reasoning. Recurring strategies include project-based learning, problem-based learning, block-based programming, educational robotics, unplugged activities, gamification, and collaborative work. However, challenges persist related to teacher training, curriculum integration, assessment of computational thinking, the implementation of technology, and the availability of contextualized pedagogical guidelines. In conclusion, the study provides an updated synthesis of the field of study and formulates flexible pedagogical recommendations to guide ninth-grade teachers in the planning, implementation, and evaluation of STEM experiences that intentionally, interdisciplinarily, and relevantly integrate computational thinking.
Diseño de una guía metodológica para la apropiación de la cultura STEM+ en la misión y visión del Proyecto Educativo Institucional (PEI) de la institución educativa Nuestra Señora del Carmen, Sincelejo, Sucre, Colombia
(Universidad Santo Tomás, 2026-05-21) Cárdenas Romero, Esteban David; Cárdenas Romero, Tatiana Paola; Adiana Paola, González Valcárcel; Ana Milena, Riaño Salgado; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001485515; https://orcid.org/0000-0002-9735-6577
This study proposes the design of a methodological guide for incorporating STEM+ culture into the institutional identity elements (mission and vision) of the Institutional Educational Project (PEI) of the Nuestra Señora del Carmen Educational Institution in Sincelejo, Colombia. The central problem identified is a structural disconnect between the discourse of innovation and the normative reality of the PEI, given that 11 of the 12 institutional documents reviewed, equivalent to 91.7%, lack explicit integration of STEM+ culture. The research adopts a qualitative approach with a descriptive and projective scope. The methodological design was structured in three phases: situational diagnosis, innovation design, and technical validation. An assessment matrix was applied to the PEI document, based on the 12 reviewed institutional documents; in addition, semi-structured interviews were conducted with administrators, and a validation focus group was developed with 12 key stakeholders, including the principal and leading teachers. The information was processed through qualitative document analysis, thematic analysis, and methodological triangulation. The diagnostic results revealed a low level of explicitness, with a score of 1.03 out of 2.0. As a solution, the guide "Navigating Towards STEM+ Culture" was designed, which organizes institutional transformation into five phases based on Design Thinking: empathize, define, ideate, prototype, and evaluate. The guide incorporates technical writing templates, distributed leadership models, and evaluation rubrics. Participatory validation confirmed the relevance and feasibility of the tool, allowing for adjustments to the technical language and the precision of operational roles. It is concluded that the guide is a dynamic school management tool that effectively localizes innovation, aligning national policies with the needs of the educational community of Sincelejo.
Cultura STEM+A para el fortalecimiento del desempeño comunicativo en inglés en estudiantes de primaria de la IED la paz, Santa Marta
(Universidad Santo Tomás, 2026-06-23) Guevara Albarracin, Daniela; Martínez Rodríguez, Oxmany Lizeh; Velandia Cepeda, Nohelia; González, Adriana Paola; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001430308; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000122406; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001694458; https://orcid.org/0009-0004-9992-3127; https://orcid.org/0009-0005-2360-8080
At the La Paz District Educational Institution of Santa Marta, primary education students show little motivation and an initial performance level (A-) in learning the English language. This situation is especially concerning considering that the context in which the institution is located is closely linked to the tourism sector, an area that requires the development of communication skills in a foreign language. However, the English area has traditionally been approached as an isolated subject, without significant articulation with other areas of knowledge or with the local socio-cultural context, which has limited the functional appropriation of the language and the development of basic communication skills. Facing this problem, the present research project arises with the aim of presenting a curricular intervention route based on the STEM+A culture, aimed at strengthening students' motivation and basic communicative performance in English. The proposal seeks to overcome curricular isolation through the effective integration of the STEM+A culture with the contextualized learning of the English language, relying on the Project-Based Learning (PBL) methodology, since this approach favors interdisciplinarity, active learning, and the development of skills in authentic.situations. Through addressing environmental issues related to tourism, it is intended to motivate students to use the English language as a functional tool for communication, exploration, and interaction. In this way, the STEM+A culture is conceived as a strategic pedagogical path that allows the articulation of scientific, technological, artistic, and linguistic knowledge, promoting meaningful learning. The project responds with an innovative and relevant proposal that contributes to transforming traditional English teaching practices in primary education, in coherence with the educational challenges of the 21st century and with a contextualized comprehensive education.
Ciencia con rostro de niña: semillero STEM con perspectiva de género para fortalecer identidad científica en niñas de séptimo grado en Fresno y Medellín.
(Universidad Santo Tomás, 2026-06-22) González Castiblanco, Laura Milena; González Pérez, Daniela; Rico Vélez, Mariana; Moreno Jiménez, Yeimy Julieth; Riaño Salgado, Ana Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001450326; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001485515; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002082275; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002081160; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002056817; https://scholar.google.com/citations?user=0HA6L6YAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2011-2072; https://orcid.org/0000-0002-9735-6577; https://orcid.org/0009-0006-9640-0755; https://orcid.org/0009-0007-2077-8003
The project "Science with a Girl's Face" (Ciencia con rostro de niña) aimed to evaluate the influence of a school research group with a STEM approach and a gender perspective on strengthening the scientific identity of seventh-grade girls in two Colombian urban schools: the public institution, “Institución Educativa Técnica Niña María” in Fresno (Tolima) and the private school, “Colegio Pinares Altoverde” in Medellín (Antioquia). The study was framed within the socio-critical paradigm and adopted a participatory action research design (Kemmis y McTaggart, 1988), following a predominantly qualitative approach complemented by descriptive data. The initial diagnosis, conducted through an adaptation of the STEM-CIS scale (Kier et al., 2014) and qualitative techniques, revealed a fragmented scientific identity characterized by low self-efficacy, weak vocational projection, and an absence of female role models, despite a discursive recognition of gender equality. Based on these findings, a pedagogical-curricular strategy was designed around five units inspired by women scientists (Franklin, Curie, Goodall, Lovelace, and Johnson); the first two units were piloted over eight sessions with 30 students (15 per school) between February and April 2026. The experiences integrated contextualized inquiry, experimental activities, logbooks, encounters with guest women scientists, and critical knowledge production. The comparative analysis between the diagnostic and closing activities showed that more than 89% of the participants improved across all five assessed dimensions—self-efficacy, interest, self-concept, belonging, and recognition—along with showing greater confidence to participate and project themselves into scientific settings. As a final product, a replicable methodological guide was consolidated. The findings suggest that STEM research groups with a gender perspective are viable settings to strengthen female scientific identity from within the school, providing useful evidence for pedagogical and institutional decision-making in urban contexts of Tolima and Antioquia.
Educar para comprender y actuar: STEM+H en la enseñanza de ciencias sociales
(Universidad Santo Tomás, 2026-06-23) Rivera Jaime, Sandra Patricia; Otero Hernández, Angélica Johana; Jaimes Rubio, Karen Daniela; Durán Cáceres, Angie Paola; Riaño Salgado, Ana Milena; Arana Castañeda, Carlos Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001485515; https://orcid.org/0000-0002-9735-6577; https://orcid.org/0009-0000-7144-7385
This project aims at the design and implementation of a didactic tool based on the STEM+H approach —science, technology, engineering, mathematics and humanities— to strengthen citizenship competencies in eighth-grade students at Colegio Ave María in Bogotá. The relevance of the study is supported by the institutional diagnosis that evidenced a significant decline in the Citizenship Competencies component, from 75.6 % to 55.7 %, and in Reflective and Systemic Thinking, from 64.8 % to 44.4 %, according to the comparative results of the Instruimos external tests applied to the school's 2024-2025 cohort. These findings reveal a disarticulation between normative citizenship knowledge and its practical exercise, which justifies the urgency of a disruptive pedagogical intervention. Methodologically, the study adopts a qualitative applied-research approach with an Action Research design, actively involving teachers and students in the identification of needs, the design of the didactic tool and the reflexive assessment of its results. The tool, called Citizenship in Action, is structured in five sequential phases —Exploration, Investigation, Solutions Design, Implementation and Validation, Reflection and Dissemination—, articulated under the logic of the Kemmis and McTaggart (1988) Action Research cycle and the steps of Challenge-Based Learning. The triangulation between qualitative and quantitative techniques —participant observation, semi-structured interviews, focus groups, Likert-type surveys, reflective portfolios and analytical rubrics— allows assessing the progressive development of the cognitive, emotional, communicative and integrative competencies established by the Ministry of National Education, as well as the competencies evaluated by ICFES in Social Sciences and Citizenship. The expected results include the consolidation of a transferable pedagogical device, measurable improvement of citizenship performance and the construction of sustainable collective commitments beyond the intervention.
Reconocimiento transdisciplinar de biodiversidad endémica basado en pensamiento STEM en zonas de transición ecológica: APP_ECO-FAUNA GAZADUJE “App educativa para reconocer y conservar la fauna endémica del Pie de Monte Llanero”.
(Universidad Santo Tomás, 2026-07-01) Mora Sanabria, Mario Mora; Herrera Ortiz, Josué Alexander; Granados de la Torre, Kevin Norberto; Navarrete Aya, María de los Ángeles; Fiscal Ladino, Jhon Alexander; Universidad Santo Tomás
This project aims to foster critical and scientific thinking in high school students at the Rural Departmental Educational Institution Gazaduje, Medina, Cundinamarca, through the recognition of endemic fauna in ecological transition zones of the piedmont plains (montane forest - savanna), In response to problems arising from the lack of knowledge and appreciation of the natural environment, a pedagogical strategy based on the STEM approach (Science, Technology, Engineering and Mathematics) is proposed, integrating conceptualization and curricular contents with the ecological reality of the territory, the methodology includes the design of transdisciplinary activities, development of didactic materials, and use of technologies for data collection and analysis, seeking for students to develop investigative, observation, analysis and local action competencies. The project articulates educational innovation with rural context, expecting to generate positive impact on environmental awareness and strengthen meaningful learning. As a result, a learning strategy (didactic guides and STEM field book) will be designed that can be replicated in institutions located in areas of high ecological diversity, contributing to the strengthening of environmental education in rural contexts.

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