The STEM Approach in Educational Innovation: A Look at Teachers' Didactic Dispositions

Abstract

Introduction: This study focuses on analyzing the production of educational innovation through the discourses of teachers from public institutions in Medellín, who were winners of the SER MEJOR awards and the advanced diagnosis SER+STEM. Additionally, this contrasts with the normative guidelines proposed in the Municipal Development Plan (PDM) and the educational approach outlined for the city. Methodology: The research employs a qualitative and documentary approach, using analysis sheets and semi-structured interviews to collect information. Systematization is carried out through a matrix that links the data with specific analytical categories, allowing the information to be grouped according to themes and recurrences. Results: The analysis of the teachers' discourse showed the connection between the strategies used in the classroom and the necessary mediations and didactic adaptations for educational innovation. Discussion: Among the main findings, it stands out that teachers were key to maintaining students' interest, although this achievement was not linked to a specific methodology or the adaptation of physical space. Conclusions: There is a need to adapt teaching practices to the cultural, historical, and social context, highlighting the importance of generating questions, promoting dialogue, and creating environments of trust between teachers and students.