Tecnologia no ensino de ciências e STEM: duas faces da mesma inovação?

Abstract

This study aims to comparatively analyze two approaches applied to science education: the use of educational technologies and the STEM methodology (Science, Technology, Engineering, and Mathematics). The investigation was conducted through a qualitative, documentary approach (Bogdan & Biklen, 1994), based on the analysis of ten scientific articles published between 2018 and 2024. The articles were organized into two groups: five focused on technologies applied to education and five on the implementation of the STEM/STEAM approach. The analysis followed seven comparative criteria: the role of the student, the stimuli generated, the role of the teacher, the objectives of the methodologies, the type of knowledge promoted, the forms of assessment, and inclusion and accessibility. The results reveal that both approaches share principles such as student protagonism, teacher mediation, and the use of active methodologies. However, they present significant differences in the level of interdisciplinarity, methodological complexity, and formative intentionality.