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ATS-STEM: Global Teaching Methodology to Improve Competences of Secondary Education Students

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  • Carmen Fernández-Morante

    (Pedagogy and Didactics Department, University of Santiago de Compostela, 15782 Santiago de Compostela, Spain)

  • Josefa-del-Carmen Fernández-de-la-Iglesia

    (Pedagogy and Didactics Department, University of Santiago de Compostela, 15782 Santiago de Compostela, Spain)

  • Beatriz Cebreiro

    (Pedagogy and Didactics Department, University of Santiago de Compostela, 15782 Santiago de Compostela, Spain)

  • Enrique Latorre-Ruiz

    (Pedagogy and Didactics Department, University of Santiago de Compostela, 15782 Santiago de Compostela, Spain)

Abstract

Previous studies agree on the benefits of improving the relevant competences in students by applying globalized learning methodologies and projects in the STEM fields (Science, Technology, Engineering and Mathematics). However, few studies have focused on whether including other subjects in Humanities, Arts and Social Sciences (HASS) in these projects improves high school students’ perceptions on improvement in these skills. The objective of this work was to study the effect of participation in interdisciplinary teaching projects (STEM and HASS), which promote globalized and project-based learning, on the perception of self-efficacy of secondary school students in basic competences for learning. It also analyzes the modulating role of gender on said perception. High school students from Galicia participated in this study. Both before and after participating in teaching projects according to the MODEL of the ATS-STEM project, they completed a questionnaire on self-efficacy in the eight key competences for STEM learning defined in the model: disciplinary STEM competences, problem solving, innovation and creativity, communication, critical thinking, metacognitive skills, collaboration and self-regulation. The results showed an improvement in all the competences evaluated (although only the men showed an increase in collaboration). Nevertheless, there was a lower perception of competence in women than in men in discipline competences, problem solving and metacognitive skills. Therefore, the benefits of interdisciplinary ATS-STEM learning experiences on the self-efficacy perceived by high school students were confirmed, although the results continue to show a gender gap.

Suggested Citation

  • Carmen Fernández-Morante & Josefa-del-Carmen Fernández-de-la-Iglesia & Beatriz Cebreiro & Enrique Latorre-Ruiz, 2022. "ATS-STEM: Global Teaching Methodology to Improve Competences of Secondary Education Students," Sustainability, MDPI, vol. 14(12), pages 1-13, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:12:p:6986-:d:833491
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    References listed on IDEAS

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    1. David J. Deming & Kadeem L. Noray, 2018. "STEM Careers and the Changing Skill Requirements of Work," NBER Working Papers 25065, National Bureau of Economic Research, Inc.
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