Diseño de una Estrategia de Aprendizaje Interactiva Basada en el Enfoque STEM para el Uso Crítico de la Inteligencia Artificial Generativa Dirigida a Estudiantes de Grado Séptimo del Colegio Ciudad de Bogotá (2024 - 2025)

Abstract

This project presents the design and implementation of an interactive learning strategy based on the STEM approach, oriented towards the critical use of generative artificial intelligence in seventh-grade students at Colegio Ciudad de Bogotá during the 2024-2025 period. The research emerges from the need to address the superficial and decontextualized use that students make of AI tools, as well as the deficiencies in critical thinking and environmental awareness identified in the institutional diagnosis. The adopted methodology is action research with a qualitative approach, structured under the principles of the CDIO and Desing Thinking. The strategy integrates the STEM approach with prompt engineering teaching and environmental education, specifically focusing on water care as a transversal thematic axis. Students participated in creating environmental comics and their subsequent recording in an audiometric booth adapted as an innovative pedagogical resource. The results show a predominantly positive perception by students, who valued the clarity, relevance, and usefulness of the proposed activities. The technical validation conducted by STEM approach experts rated the strategy as coherent, relevant, and viable, with scores between 3 and 4 in all evaluated criteria. The triangulation of these results confirms the effectiveness of the proposal as an innovative educational strategy. The project demonstrates that it is possible to successfully integrate the STEM approach with the critical use of generative artificial intelligence, promoting the development of 21st-century competencies such as critical thinking, digital literacy, and environmental awareness. The experience highlights the importance of contextualizing pedagogical strategies to specific institutional realities and incorporating motivating elements such as adapted technological resources to generate meaningful and transformative learning experiences.