Development of a STEM Teaching Strategy to Foster 21st-Century Skills in High School Students Through Gamification and Low-Cost Biomedical Technologies
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| Publicat a: | Education Sciences vol. 15, no. 12 (2025), p. 1624-1644 |
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MDPI AG
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| Accés en línia: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 001 | 3286274148 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15121624 |2 doi | |
| 035 | |a 3286274148 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Marin-Mantilla, Kelly J |u Faculty of Engineering and Basic Sciences, Universidad Central, Bogota 110311, Colombia; kmarinm1@ucentral.edu.co | |
| 245 | 1 | |a Development of a STEM Teaching Strategy to Foster 21st-Century Skills in High School Students Through Gamification and Low-Cost Biomedical Technologies | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a STEM (Science, Technology, Engineering, and Mathematics) is essential for the development of 21st-century skills, particularly in a world driven by technological innovation. However, in vulnerable school contexts, access to meaningful STEM experiences remains limited. This study addresses this issue through the design and implementation of a didactic strategy in a public high school in Bogotá, Colombia, based on two educational resources: the BioSen electronic board, which is compatible with Arduino technology and designed to acquire physiological signals such as electrocardiography (ECG), electromyography (EMG), electrooculography (EOG), and body temperature; and the Space Exploration instructional guide, which is organized around contextualized learning missions. This study employed a quasi-experimental mixed-methods design that combined pre–post perception questionnaires, unstructured classroom observations, and a contextualized knowledge test administered to three student groups. Findings demonstrate that after eight weeks of implementation with upper secondary students, the strategy had a positive impact on the development of 21st-century skills, such as creativity, computational thinking, and critical thinking. These skills were assessed through a mixed quasi-experimental design combining perception questionnaires, qualitative observations, and knowledge evaluations. Unlike the control groups, students who participated in the intervention adjusted their self-perceptions when facing real-world challenges and showed progress in the application of key competencies. Overall, the results support the effectiveness of integrating low-cost biomedical tools with gamified STEM instruction to enhance higher-order thinking skills and student engagement in vulnerable educational contexts. | |
| 653 | |a Problem solving | ||
| 653 | |a Physiology | ||
| 653 | |a Students | ||
| 653 | |a Teaching methods | ||
| 653 | |a Collaboration | ||
| 653 | |a Communication | ||
| 653 | |a Instructional design | ||
| 653 | |a Initiatives | ||
| 653 | |a Educational technology | ||
| 653 | |a Biomedical engineering | ||
| 653 | |a 21st century | ||
| 653 | |a Systems stability | ||
| 653 | |a Reflective teaching | ||
| 653 | |a Science education | ||
| 653 | |a Computer engineering | ||
| 653 | |a Didacticism | ||
| 653 | |a Critical thinking | ||
| 653 | |a Learning | ||
| 653 | |a Pedagogy | ||
| 653 | |a STEM education | ||
| 653 | |a Technology education | ||
| 653 | |a Space exploration | ||
| 653 | |a Data collection | ||
| 653 | |a Creativity | ||
| 653 | |a Gamification | ||
| 653 | |a Mixed methods research | ||
| 653 | |a Quasi-experimental methods | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Active Learning | ||
| 653 | |a Communication (Thought Transfer) | ||
| 653 | |a Construction (Process) | ||
| 653 | |a Student Motivation | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Biomedicine | ||
| 653 | |a Engineering Education | ||
| 653 | |a Educational Environment | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Educational Media | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Competence | ||
| 653 | |a Educational Resources | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Equal Education | ||
| 653 | |a Electronic Equipment | ||
| 653 | |a 21st Century Skills | ||
| 653 | |a Family Income | ||
| 653 | |a Educational Principles | ||
| 700 | 1 | |a Moscoso-Barrera, William D |u Faculty of Engineering and Basic Sciences, Universidad Central, Bogota 110311, Colombia; kmarinm1@ucentral.edu.co | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 12 (2025), p. 1624-1644 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3286274148/abstract/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3286274148/fulltextwithgraphics/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3286274148/fulltextPDF/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |