El colegio como espacio STEM: una aproximación a la integración del aprendizaje basado en problemas (ABP) para fortalecer el desarrollo del pensamiento crítico

Abstract

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.