Design thinking em STEM: promovendo a alfabetização científica e a conscientização sobre sustentabilidade em futuros professores de ciências (PISA-2025)

Halim Simatupang; Mariati P. Simanjuntak; Widia Ningsih; Suci Rahmawati; Aristo Hardinata

doi:10.22633/rpge.v29iesp3.20678

Autores/as

Halim Simatupang Universitas Negeri Medan https://orcid.org/0000-0003-1349-1286
Mariati P. Simanjuntak Universitas Negeri Medan https://orcid.org/0000-0003-4948-2779
Widia Ningsih Universitas Negeri Medan https://orcid.org/0009-0000-2879-1746
Suci Rahmawati Universitas Negeri Medan https://orcid.org/0009-0000-5970-7471
Aristo Hardinata Universitas Negeri Medan https://orcid.org/0000-0001-8660-3440

DOI:

https://doi.org/10.22633/rpge.v29iesp3.20678

Palabras clave:

Alfabetización científica, Design Thinking, STEM, Sostenibilidad, Formación del profesorado

Resumen

Este estudio investiga cómo los proyectos STEM estructurados mediante el pensamiento de diseño mejoran simultáneamente la alfabetización científica alineada con PISA-2025 y las competencias del Marco de Concienciación sobre la Sostenibilidad (SusAF) en futuros profesores de ciencias. Se aplicó un diseño cuasiexperimental de un solo grupo con métodos mixtos a 76 estudiantes de grado de ciencias de la educación en una universidad pública de Indonesia. Los datos cuantitativos se recopilaron con una prueba adaptada de alfabetización científica de PISA (α = 0,83) y el cuestionario SusAF (α = 0,87) y se analizaron utilizando pruebas t de muestras pareadas y tamaños del efecto. Los hallazgos muestran mejoras significativas en la alfabetización científica (ΔM = 0,37; p < 0,001; d = 0,81) y la concienciación sobre la sostenibilidad (ΔM = 0,42; p < 0,001; d = 0,75). Los temas cualitativos destacan una mejora en el pensamiento sistémico, el razonamiento basado en la evidencia y la autoeficacia profesional. Se discuten las implicaciones para los currículos de formación docente y las políticas de integración de las TIC, destacando la importancia del andamiaje metodológico y el escalamiento institucional. Las limitaciones del estudio incluyen el muestreo intencional y la falta de un grupo de control. Las investigaciones futuras deberían comparar diferentes dominios STEM y examinar los impactos longitudinales.

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Biografía del autor/a

Halim Simatupang, Universitas Negeri Medan

Universitas Negeri Medan, North Sumatra, Indonesia. Candidate of Education Sciences, Faculty of Educational Sciences.

Mariati P. Simanjuntak, Universitas Negeri Medan

Universitas Negeri Medan, North Sumatra, Indonesia. Professor of Education Sciences, Faculty of Educational Sciences.

Widia Ningsih, Universitas Negeri Medan

Universitas Negeri Medan, North Sumatra, Indonesia. Professor of Education Sciences, Faculty of Educational Sciences.

Suci Rahmawati, Universitas Negeri Medan

Universitas Negeri Medan, North Sumatra, Indonesia. Professor of Education Sciences, Faculty of Educational Sciences.

Aristo Hardinata, Universitas Negeri Medan

Universitas Negeri Medan, North Sumatra, Indonesia. Professor of Education Sciences, Faculty of Educational Sciences.

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