PROPOSAL FOR THE INTEGRATION OF ART IN THE TEACHING OF TYPES OF ENERGY, BASED ON STEAM

• DOI: https://doi.org/10.22533/at.ed.5585122530094

• Palavras-chave: STEAM, Energy education, Meaningful learning, Secondary education, Integration of art.

• Keywords: STEAM, Energy education, Meaningful learning, Secondary education, Integration of art.

• Abstract:

  Teaching different types of energy in secondary education is a fundamental part of scientific training, although traditional methods based on theoretical exposition and memorization often hinder conceptual understanding and student motivation. In this context, the STEAM (Science, Technology, Engineering, Arts, and Mathematics) methodology is presented as an innovative alternative that combines scientific learning with artistic creativity and problem solving.
  The aim of this study was to analyze the impact of integrating art into the teaching of types of energy using the STEAM methodology, with the aim of promoting conceptual understanding and cross-curricular skills in secondary school students. To this end, a teaching activity called "Energy Gallery" was designed and implemented, using a qualitative approach with elements of action research. The intervention was carried out with a group of 30 second-year secondary school students in Aguascalientes, Mexico, over six sessions spread over three weeks.
  The results show 100% student participation and that 93% of the students were able to clearly explain the type of energy studied, confirming the potential of artistic expression as a pedagogical mediator for understanding abstract concepts. Likewise, the public exhibition of the works generated social and family recognition, strengthening the intrinsic motivation of the students and consolidating the school-community link.
  In conclusion, the experience shows that integrating art into energy education, within the STEAM framework, promotes more active, meaningful, and sustainable learning. It is recommended that this strategy be replicated in other educational contexts and complemented with quantitative assessments and digital resources in order to consolidate more inclusive and relevant pedagogical models for 21st-century education.