@misc{10481/93585,
year = {2024},
month = {6},
url = {https://hdl.handle.net/10481/93585},
abstract = {This article proposes a theoretical framework for STEM education. It begins by determining
the epistemological (based on the Model of Educational Reconstruction and General Systems
Theory) and pedagogical (grounded in Situated Learning Theory and co-teaching) alignments. Once
these issues are established, a pedagogical model is proposed to facilitate the implementation of
the STEM approach in the classroom. This is the IDEARR model, consisting of six phases (Initial,
Deconstruction, Explanation, Application, Review, and Reporting) to address an ill-defined
problem. This article concludes with a reflection on the educational implications that arise from
adopting this theoretical framework for working on STEM education in classrooms, particularly
those related to the organization and operation of educational institutions and the initial and ongoing
training of teachers.},
organization = {byMCIN/AEI/10.13039/501100011033 and Next Generation EU
through the project TED2021-129474B-I00 (EDS-TEAM)},
organization = {byMICIU/AEI/10.13039/
501100011033 and FEDER through the project PID2021-128261NB-I00 (PROESTEAM)},
publisher = {MDPI},
keywords = {STEM education},
keywords = {STEM literacy},
keywords = {STEM identity},
title = {IDEARR Model for STEM Education—A Framework Proposal},
doi = {10.3390/educsci14060638},
author = {Aguilera Morales, David and Lupiáñez Gómez, José Luis and Perales Palacios, Francisco Javier and Vílchez González, José Miguel},
}