LA EDUCACIÓN STEAM Y EL APRENDIZAJE LÚDICO EN TODOS LOS NIVELES EDUCATIVOS
DOI:
https://doi.org/10.25112/rpr.v1.3170Palavras-chave:
Educación STEAM, Aprendizaje lúdico, Networking entre enfoques educativos, Desarrollo profesional del profesorado, Revisión narrativa de la literaturaResumo
Se presenta una revisión narrativa de la literatura en las bases de datos Web of Science y Scopus cuyo objetivo es explorar la relación entre la educación STEAM (acrónimo en inglés de la interdisciplinaridad entre Ciencias, Tecnología, Ingeniería, Artes/humanidades y Matemáticas) y el aprendizaje lúdico. La revisión se ha realizado en cuatro fases: 1) elementos de búsqueda y lógica Booleana, 2) fuentes de información, 3) criterios de elegibilidad y 4) proceso de recogida y análisis de datos. A partir de los artículos revisados, en primer lugar, se presenta brevemente la evolución histórica y las definiciones de ambos enfoques y, seguidamente, se exploran evidencias de experiencias de educación STEAM a partir de metodologías de enseñanza basadas en el aprendizaje lúdico: el juego libre, el juego guiado, el juego formal y la gamificación. En segundo lugar, se analiza la intersección entre ambos enfoques en torno a la creatividad y se destacan implicaciones para el desarrollo profesional del profesorado. Se concluye que los vínculos entre la educación STEAM y el aprendizaje lúdico son cognitivamente potentes y factibles en todos los niveles educativos; sin embargo, aportan una complejidad al planteamiento didáctico, lo cual requiere conocimientos que el profesorado no tiene y eso puede generar cierta resistencia y conflictos cognitivos. Finalmente, se ha identificado la necesidad de una comprensión más amplia del aprendizaje lúdico, de más investigaciones y de una formación apropiada al profesorado sobre el networking STEAM-lúdico.
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