Pensamiento de diseño en los planes de estudios de educación STEAM: desarrollo y evaluación de la eficacia
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.03.12Palabras clave:
habilidades analíticas, creatividad, pensamiento de diseño, desarrollo de habilidades, educación STEAM, carrera STEMResumen
El enfoque del pensamiento de diseño constituye una herramienta clave para fomentar la creatividad, el pensamiento crítico y las habilidades sociales. Este estudio tiene como objetivo analizar el impacto de la integración del pensamiento de diseño en los planes de estudio STEAM sobre el desarrollo del pensamiento creativo, la capacidad de resolución de problemas y el rendimiento académico general. Se adoptó un diseño cuasi experimental con 52 participantes, distribuidos en dos grupos: experimental (n=26) y de control (n=26). La investigación se desarrolló en varias fases. En primer lugar, se diseñó un programa adaptado, con materiales didácticos y herramientas de evaluación. Posteriormente, se aplicaron pruebas pre y post utilizando las escalas TTCT y WGCTA. También se administró un cuestionario para explorar la percepción de los estudiantes sobre el pensamiento de diseño. Los resultados indicaron mejoras significativas en creatividad (TTCT: +7,2 frente a +1,1), pensamiento analítico (WGCTA: +2,3 frente a +0,5) y motivación hacia las disciplinas STEAM (+1,3 frente a +0,4) en el grupo experimental. Asimismo, se identificó el potencial del pensamiento de diseño como herramienta de orientación vocacional, al favorecer una autodeterminación profesional más consciente en áreas como ciencia, tecnología e ingeniería. Este enfoque destaca por su capacidad para abordar problemas reales y complejos de manera efectiva.
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Derechos de autor 2025 Bohdan Skovronskyi, Volodymyr Sipii, Oleh Morin, Zorina Ohrimenko, Viktoriia Khrenova
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
