Conocimiento técnico pedagógico del contenido (TPACK) en contextos STEM y STEAM: Una revisión bibliográfica
DOI:
https://doi.org/10.37177/UNICEN/EB35-441Palabras clave:
Competencias del docente, conocimiento técnico pedagógico del contenido (TPACK), tecnología educativa, STEM y STEAM.Resumen
El objetivo de la presente investigación fue examinar la producción científica del modelo TPACK en contextos STEM y STEAM. Se seleccionaron 15 artículos incluyendo las bases y/o repositorios: DIALNET, Dimensions, ERIC, Google Scholar, OpenAlex, Redalyc, Scilit, SCOPUS y WoS, desde el inicio del modelo TPACK 2006 y marzo 2024. Los criterios de inclusión fueron: acceso abierto, solo artículos, texto completo, ciencias sociales y contextos STEM y STEAM. Se concluye que la producción científica del modelo TPACK y STEM y STEAM, es exigua alcanzado solo el 0,84%, en el período comprendido entre los años 2014 y 2024, concentrando el 60% de las publicaciones entre 2020 y 2022. Existe una predilección de estudios STEM con más del 90% de las investigaciones. Se recomienda el desarrollo de procesos formativos considerados armónicamente los conocimientos pedagógicos, tecnológicos y disciplinares, incluyendo los diversos factores contextuales.
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