E-textiles para la educación STEAM en educación primaria: una revisión sistemática
DOI:
https://doi.org/10.5944/ried.27.1.37645Palavras-chave:
e-textiles, STEAM, cultura maker, educación primaria, revisión sistemática de literaturaResumo
El creciente interés por implementar la educación maker ha puesto de relieve que los textiles electrónicos (e-textiles) ofrecen numerosas posibilidades en el ámbito educativo. El artículo se basa en la metodología de revisión sistemática con el objetivo de caracterizar la producción científica relacionada con el uso educativo de los e-textiles en educación primaria1 como elemento de acción en actividades que buscan despertar diversos conocimientos, habilidades y destrezas en el aprendizaje competencial de Ciencia, Tecnología, Ingeniería, Arte y Matemáticas (STEAM). La revisión se realiza entre los años 2006 al 2021 siguiendo los estándares PRISMA. Se consultaron cuatro bases de datos de reconocido prestigio internacional (Scopus, ERIC, WoS y ACM), encontrando, tras el cribado, 483 artículos, de los cuales se seleccionaron los 35 que cumplían con los criterios de elegibilidad establecidos. Los resultados y discusión arrojan que la mayoría de los estudios se desarrollan en la educación no formal, siendo el kit LilyPad la herramienta de uso predominante. Se evidencian datos de la eficacia del uso de e-textiles para el aprendizaje de computación, circuitos, el pensamiento computacional. Existen numerosos estudios que determinan que los e-textiles promueven el fomento de la equidad y el aprendizaje competencial STEAM, siendo un campo dominado por la autoría femenina. Nuestro estudio concluye que el uso de los e-textiles en actividades educativas para estudiantes de 6 a 13 años, promueve habilidades en todas las áreas STEAM, en contextos formales y no formales, utilizando metodologías que fomentan la participación entre el alumnado y el aprendizaje competencial.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/37645/28025
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