ABP-STEM: Una estrategia pedagógica de aprendizaje basada en el tratamiento de agua en educación secundaria

Abstract

The ABP-STEM project aims to design and validate a pedagogical strategy to enhance critical thinking in secondary school students, focusing on water treatment as a real and socially relevant problem in the local context. The initiative combines Project-Based Learning (PBL) with the STEM approach, integrating knowledge from science, technology, engineering, and mathematics in an interdisciplinary and situated process. Based on a needs assessment of educational and environmental issues in Saravena, Arauca, the importance of addressing access to quality water was identified. This led to the structuring of experimental, collaborative, and reflective activities in which students developed, evaluated, and improved filtration prototypes. The methodology is organized into four stages: theoretical and pedagogical review, preparation of resources and stakeholders, development of guided activities, and validation of the proposal using instruments reviewed by experts. Furthermore, the results of the expert panel show that the proposal has high pedagogical relevance and a solid formative potential, highlighting its coherence with the curriculum, its contextual approach and the effective integration of critical thinking through STEM activities linked to the environment. Similarly, the experts' observations allowed for the recognition of aspects susceptible to improvement, especially in the precision of the procedures, the time planning and the clarity of the guidelines directed to the teacher.