Ruth Vanessa Vergara Espinoza, Flor de María Sánchez Aguirre

DOI: 10.59427/rcli/2023/v23cs.3307-3314

Based on studies conducted on academic achievement levels in developed countries and in South America, the STEM teaching methodology stands out. STEM, an acronym for Science, Technology, Engineering, and Mathematics, integrates these four academic disciplines. In this context, this research aims to analyze teachers’ perceptions of the application of the STEM method in the teaching and learning process of science and technology to develop scientific competencies. This qualitative research methodology employed a basic study type with an interpretative phenomenological design. The study was conducted in five public educational institutions, involving ten secondary-level teachers in the science and technology field. They were interviewed to understand how they have experienced this innovative methodology in their educational and social context. The results have identified the need to update teachers with active methodologies to be applied in teaching the sciences in line with technological advancements. The STEM methodology, based on the achieved results, ensures an increase in achievement levels in the competencies of “explaining,” “inquiring,” and “designing.”

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