STEM and Robotics in Primary Education: a teacher's view to a classroom experience

Perspectiva da abordagem STEM e Robótica nas salas de aula do Ensino Primário, tal como vista pelos professores do 5º e 6º ano no contexto espanhol.

Authors

DOI:

https://doi.org/10.55777/rea.v18i35.5468

Keywords:

STEM, educational robotics, primary education, technology

Abstract

This research aims to identify key elements of an educational project that integrates STEM and educational robotics from the perspective of teachers. The research technique used was a semi-structured interview, following a flexible question guide. A content analysis was conducted, employing a system of categories developed both deductively and inductively. In relation to the coded document variables, the frequencies and respective percentages correspond to a total of 184 coded segments. The category "Evaluation of the project as a didactic proposal" showed a predominance with 78 segments, followed by "Impact of the project on attitudes towards science and mathematics" with 56 coded fragments.

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Author Biographies

Cristian Ferrada, Universidad de los Lagos, Nigeria

Regular academic at the Universidad de Los Lagos, Chile and attached to the Instituto Interuniversitario de Investigación Educativa (IESED-Chile), where he specialises in mathematics education and didactics. He holds a PhD in Education from the University of Granada and a Master's degree in Mathematics. Her research focuses on STEM education, exploring the integration of emerging technologies and robotics in primary education. She has published numerous articles in academic journals, addressing topics such as financial literacy, textbook evaluation and bibliometric analysis in education. His work is notable for its focus on pedagogical innovations and teaching practices that foster active learning in students. Committed to the development of education in Latin America, he collaborates in research projects that seek to improve teacher training and educational policies, consolidating himself as a reference in his field.

Danilo Antonio Díaz-Levicoy , Universidad Católica del Maule, Chile

Departamento Matemática, Física y Estadística, Facultad de Ciencias Básicas, Universidad Católica del Maule, Avda. San Miguel 3605, Talca, Chile dddiaz01@hotmail.com, specialised in statistics and mathematics didactics. He trained in Educational Sciences and Didactics of Mathematics at the University of Granada, Spain. Since 2019, he works full time at his university, dedicating himself to the training of future educators and research in teaching methodologies. She has published numerous articles in academic journals on topics such as mathematical modelling and understanding statistical graphics. His work seeks to positively impact on teaching practice and the formation of competencies in students. In addition, she has collaborated in research projects that analyse mathematics education in national and international contexts, demonstrating her commitment to improving the quality of education in Chile.

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PORTADA_COMITÉ EDITORIAL REA_VOL.18, NÚM. 35

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Published

2025-04-27

How to Cite

Ferrada, C., & Díaz-Levicoy , D. A. (2025). STEM and Robotics in Primary Education: a teacher’s view to a classroom experience: Perspectiva da abordagem STEM e Robótica nas salas de aula do Ensino Primário, tal como vista pelos professores do 5º e 6º ano no contexto espanhol. Journal of Learning Styles, 18(35), 35–47. https://doi.org/10.55777/rea.v18i35.5468

Issue

Vol. 18 No. 35 (2025): Inclusive School: a challenge for distance education

Section

SCIENTIFIC ARTICLES OPEN

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