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STEAM projects with KIKS format for developing key competences

Abstract: Secondary education curricula highlight competence-based learning; although meaningful school-intervention habits have not yet been observed. The initiatives implemented have focused primarily on promoting the combined development of no more than three key competences. This article presents an international study under the Erasmus+ and H2020 programmes, for analysing the impact of the STEAM project-based learning approach with KIKS format (Kids Inspire Kids for STEAM) on the interwoven development of key competences. The sample included 267 high school students divided into53teams from29 educational centres in Finland, England, Hungary, and Spain. Each team carried out several projects for no less than two academic years, by means of the following two approaches: STEAM project-based learning and KIKS. Data were collected from observations and interviews with students, teachers, and KIKS trainers. Analyses revealed that the combination of these two approaches facilitate the development of all eight key competences. The project-based learning focus essentially fostered the enhancement of the mathematical competence and in science, technology, and engineering, while KIKS format promoted literacy and multilingual competences. The remaining competences were encouraged by the combination of both approaches. It is noteworthy that prolonged participation in the programme, as it was implemented, was crucial to achieving the obtained outcomes.

 Fuente: Comunicar, 2021, XXIX (66), 33-43

Editorial: Grupo Communicar Ediciones

 Año de publicación: 2021

Nº de páginas: 11

Tipo de publicación: Artículo de Revista

 DOI: 10.3916/C66-2021-03

ISSN: 1134-3478,1988-3293

 Proyecto español: FEDER/Ministerio de Ciencia, Innovación y Universidades ? Agencia Estatal de Investigación (EDU2017-84979--R)

 Proyecto europeo: info:eu-repo/grantAgreement/EC/H2020/710577/EU/Promotion of STEM education by key scientific challenges and their impact on our life and career perspectives/STEM4youth/

Url de la publicación: https://doi.org/10.3916/C66-2021-03