ABSTRACT

The integrated STEAM approach arises when a contextualized problem’s resolution requires different contributions (views) from each discipline. In this descriptive article we discuss the views needed from chemistry, technology, design skills, mathematical modelling and the artistic support necessary for constructing a scientific model that explains the pH of the mouth when chewing gum. To do this, we focus on describing the implementation of a short sequence of video-recorded inquiry-based contextualized activities (didactic innovation) in two classrooms with students in their third year of compulsory secondary education (14–15 years old). The scenes taken from the analysis of the implementation videos support the proposal of the connections needed in the STEAM contributions. The difficulties encountered from each discipline and the resolutions we propose shed light on how well-selected problems make STEAM views necessary, thus avoiding the usual summative multidisciplinary approach.

摘要

当解决情境化问题需要每个学科的不同贡献（观点）时，就会出现集成的 STEAM 方法。在这篇描述性文章中，我们讨论了化学、技术、设计技能、数学建模和构建科学模型所需的艺术支持所需的观点，该模型解释了口香糖时口腔的 pH 值。为此，我们重点介绍了在义务中等教育三年级（14-15 岁）的两个教室中实施一系列基于视频录制的探究式情境化活动（教学创新）的短序列。从实施视频分析中获取的场景支持 STEAM 贡献中所需连接的提议。