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Revisión sistemática y metanálisis del impacto de la educación STEM en los resultados de aprendizaje de los
Xin Cao1, Honglei Lu2, Qian Wu1
1School of Art and Design, Fuzhou University of International Studies and Trade, Fuzhou, China.
Frontiers in psychology
|August 29, 2025
Resumen
La educación STEM muestra impactos variados en el aprendizaje de los estudiantes, con ganancias cognitivas significativas en los estudiantes de secundaria. La adaptación de las intervenciones según el resultado y el nivel académico es crucial para un aprendizaje STEM efectivo.
Área de la Ciencia:
- Psicología educativa
- Currículo e instrucción
Sus antecedentes:
- La influencia de la educación STEM en los resultados del aprendizaje es compleja y variada.
- Las investigaciones anteriores indican la necesidad de una comprensión matizada más allá de los tamaños generales del efecto.
Objetivo del estudio:
- Analizar sistemáticamente el impacto de la educación STEM en los diversos resultados de aprendizaje de los estudiantes.
- Identificar los factores moderadores que influyen en la eficacia de las intervenciones de educación STEM.
Principales métodos:
- Un metanálisis de 66 estudios experimentales y cuasi-experimentales sobre la educación STEM.
- Se incluyeron estudios publicados en revistas internacionales en inglés entre 2000 y 2024.
Principales resultados:
- La educación STEM demostró el impacto más significativo en los resultados cognitivos de los estudiantes de secundaria (d=0,58).
- En general, los efectos moderados enmascaran diferencias significativas entre los tipos de resultados y los niveles académicos.
- El tamaño de la muestra, el nivel académico, las materias, la duración experimental y los métodos de enseñanza moderaron el impacto de la educación STEM.
Conclusiones:
- Las intervenciones STEM deben ser personalizadas en función de los tipos de resultados específicos y los niveles académicos.
- La integración de la teoría y la práctica es esencial para mejorar la eficacia de la educación STEM.
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