Diseño, implementación y análisis de una estrategia pedagógica basada en el enfoque STEM y la estructuración del pensamiento computacional para fortalecer los proyectos de la media técnica en electricidad en la Institución Educativa Rural Departamental Peñas (Cucunubá, Cundinamarca).

Abstract

The purpose of this research was to design, implement, and analyze a pedagogical strategy aimed at strengthening the technical education projects in electricity at the Rural Departmental Educational Institution Peñas, located in Cucunubá (Cundinamarca). The proposal is based on the integration of the STEM approach (Science, Technology, Engineering, and Mathematics) and the development of computational thinking as key elements for technical teaching in rural contexts. The study followed a qualitative approach and used an institutional case study method. It was carried out with 63 students from grades 10 and 11, between February and November of 2025. The strategy was organized into four components: a registration form with a STEM challenge, an infographic of the STEM–PC cycle, a structural model, and a final presentation template. With these elements, the process of planning, developing, and presenting the projects was guided. The validation and feedback of the strategy involved different members of the educational community, including teachers from several areas, the academic coordinator, the principal, and the students. They provided comments that helped improve the strategy and adapt it to the context. For this reason, the results showed progress in technical and methodological coherence, better organization in planning, and also the development of communication, analytical, and collaborative skills in the students. In the end, the study concludes that the STEM–PC pedagogical strategy is a contextualized educational innovation. In addition, it can strengthen rural technical education, connect different subject areas, and support students in developing critical thinking and autonomy.