Impacto del enfoque STEAM en el Desarrollo del Pensamiento Crítico y Creativo en Estudiantes universitarios de inglés como Lengua Extranjera: Impact of the STEAM Approach on the Development of Critical and Creative Thinking in Tertiary Students of English as a Foreign Language

Erika Paola García León; Pablo Luis Vásconez Mera; María Grazzia González Quinto; Nelly Victoria  Ley Leiva

Impacto del enfoque STEAM en el Desarrollo del Pensamiento Crítico y Creativo en Estudiantes universitarios de inglés como Lengua Extranjera

Impact of the STEAM Approach on the Development of Critical and Creative Thinking in Tertiary Students of English as a Foreign Language

Autores/as

Erika Paola García León Universidad Técnica de Babahoyo
Pablo Luis Vásconez Mera Universidad Técnica de Babahoyo
María Grazzia González Quinto Universidad Técnica de Babahoyo
Nelly Victoria Ley Leiva Universidad Técnica de Babahoyo

Palabras clave:

Educación interdisciplinaria, Enseñanza de lenguas extranjeras, Innovación pedagógica, Pensamiento creativo, Pensamiento crítico.

Resumen

El presente estudio analiza el impacto de la metodología STEAM (Ciencia, Tecnología, Ingeniería, Artes y Matemáticas) en el desarrollo del pensamiento crítico y creativo de los estudiantes de Quinto Nivel de inglés. La intervención se desarrolló en el Centro de Idiomas de la Universidad Técnica de Babahoyo, se empleó un diseño cuasiexperimental con medidas de Pretest y Postest, e instrumentos previamente validados como la escala HCTA y el instrumento TTCT. Los análisis estadísticos mostraron incrementos significativos en ambos constructos en el colectivo experimental comparado con el grupo de control. Paralelamente, la evaluación mediante rúbricas STEAM indicó un desempeño elevado en creatividad, en la articulación de saberes y en la colaboración entre pares. Se concluye que la integración del enfoque STEAM en la enseñanza-aprendizaje del idioma inglés favorece no solo las competencias lingüísticas, sino que también refuerza habilidades transversales esenciales para el siglo XXI; como la creación de espacios de aprendizaje más innovadores, inclusivos y comprometidos con la resolución de problemas en entornos reales.

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Citas

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