Métricas alternativas
Métrica
Palabras clave
Creatividad
Educación secundaria
Evaluación de actitudes
Educación STEM
Autoeficacia
Análisis factorial confirmatorio Student attitudes
Creativity
Secondary education
Attitude assessment
STEM education
Self-efficacy
Confirmatory factor analysis
Cómo citar
Resumen
Las actitudes de los estudiantes hacia asignaturas como ciencia, tecnología, ingeniería y matemáticas (STEM) desempeñan un papel crucial en el proceso de aprendizaje del siglo XXI. Aumentar el número de estudiantes que eligen carreras en STEM se ha reconocido como importante. En consecuencia, mejorar el aprendizaje y la participación de los estudiantes en las asignaturas STEM, así como fomentar actitudes positivas hacia STEM, se ha convertido en un objetivo principal para la educación STEM en K-12. Sin embargo, medir tales actitudes en un contexto de aprendizaje sigue siendo un desafío significativo. Esta investigación ha tenido como objetivo desarrollar una herramienta de evaluación completa y válida para evaluar las actitudes de los estudiantes hacia STEM en un contexto de aprendizaje, con el fin de mejorar su creatividad. La muestra para esta investigación ha consistido en 311 estudiantes de secundaria con una media de edad de 12,83 ± 1,04 años. La validez de la estructura de cuatro factores del modelo ha sido evaluada utilizando un análisis factorial confirmatorio. Los valores de fiabilidad para los cuatro factores han oscilado entre .73 y .94 con Alfa de Cronbach, mientras que los de fiabilidad compuesta han oscilado entre .97 y .97. La relación entre las variables en las actitudes hacia el instrumento STEM ha identificado varios coeficientes de ruta y tamaños de efecto, indicando fuertes correlaciones entre las variables de actitud STEM. El análisis ha revelado diferencias significativas según el nivel de grado, mostrando que los estudiantes de noveno grado han presentado un rendimiento mejor o al menos competitivo en la mayoría de las disciplinas. Se ha encontrado que este cuestionario es un instrumento viable para evaluar las actitudes STEM de los estudiantes de secundaria. Estos hallazgos tienen importantes implicaciones para las estrategias de educación STEM, enfatizando la necesidad de enfoques sostenidos y enfocados en experiencias de aprendizaje profundo para todos los estudiantes, independientemente del género.
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