STEM activities in secondary education textbooks in Chile: Skills and levels of integration
Darlis Panqueban 1 , Víctor Córdova-Cornejo 1 , Denisse Aviles-Henn 1 , Yudi Caterine Diaz-Perdomo 1 , Cristian Ferrada 2 3 , Danilo Díaz-Levicoy 4 *
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1 Universidad Católica del Maule, Talca, CHILE2 Instituto Interuniversitario de Investigación Educativa, Santiago, CHILE3 Departamento de Educación, Universidad de Los Lagos, Castro, CHILE4 Centro de Investigación en Educación Matemática y Estadística, Universidad Católica del Maule, Talca, CHILE* Corresponding Author

Abstract

This study aims to analyze the levels of integration and the scientific, mathematical, and technological skills present in the science, technology, engineering, and mathematics (STEM) activities included in secondary education textbooks in Chile. The research addresses theoretical elements such as the conceptualization of STEM education, its integration in the curriculum, and STEM-related skills. A qualitative methodology is employed, based on content analysis, to examine the activities proposed in school textbooks. The results reveal that transdisciplinary integration predominates in STEM activities. Regarding STEM skills, communication-oriented activities are most prevalent in mathematics, while analysis skills are more common in science, and teamwork is emphasized in technology. These findings highlight the importance of promoting a STEM approach that integrates key skills for effective learning.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 20, Issue 3, August 2025, Article No: em0840

https://doi.org/10.29333/iejme/16571

Publication date: 07 Jul 2025

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Article Downloads: 51

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