INTEGRATING THE ARTS IN STEAM IN A DIALOGIC-PROBLEMATIC WAY
DOI:
https://doi.org/10.22481/rbba.v12i02.13733Keywords:
STEAM, PBL, EPFAbstract
The thematic preoccupation in the last decades of teaching work in higher education, within the scope of the initial training of teachers of Natural Sciences and their Technologies, has been the initiation to investigative teaching from the perspective of Education as the Practice of Freedom (EPF). As university professors, our professional practice has been collaborative and mediated by creative networked educational technologies, in the last two decades with Moodle. Its focus is aligned with the STEAM movement (Science, Technology, Engineering, Arts and Mathematics) in the university-primary school interface, with problematization according to PBL (Problem-Based Learning) and conceptual-unifying (regularities-transformations and scale-energy ). We have been actively researching a teaching methodology anchored on the tripod STEAM, PBL and EPF, technologically mediated by the CLPMtool block and Moodle Wiki, as a dialogic-problematizing strategy within the scope of a complementary undergraduate course. The results obtained, arising from emancipatory action-research, potentiated the parameterization and didactic-methodological systematization of hypermedia study activities.
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