STEAM STRATEGY AS A DIDACTIC MODEL FOR INTERDISCIPLINARITY AND CRITICALTHINKING THROUGH CLASSROOM PROJECTS IN ELEMENTARY EDUCATION

Abstract

This mixed-method study analyzes the impact of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) strategy as a didactic model to foster interdisciplinarity and critical thinking in elementary education. The research is based on the implementation of classroom projects aimed at breaking away from the traditional fragmentation of knowledge, promoting a systematic integration of various fields of study. The primary objective is to evaluate how this methodology enhances higher-order cognitive skills, specifically information interpretation and inference capacity as autonomous learning exercises. Through a documentary review and a Project-Based Learning (PBL) approach, the study identifies the benefits of contextualizing knowledge within current technological and social realities. The findings suggest that the STEAM model not only improves the acquisition of scientific-technical competencies but also strengthens problem-solving and informed decision-making. It is concluded that interdisciplinarity, mediated by innovative strategies, is fundamental for students to develop critical thinking that allows them to understand and transform their environment. However, the study emphasizes the need for continuous teacher training to facilitate the transition toward these active teaching models, ensuring a more holistic, inclusive education aligned with the challenges of sustainable development in the 21st century.