<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000200604</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i33.745</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Identificando prácticas de integración disciplinar en áreas STEM en contextos multigrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Identifying disciplinary integration practices in STEM areas in multigrade contexts]]></article-title>
<article-title xml:lang="pt"><![CDATA[Identificação de práticas de integração disciplinar em áreas STEM em contextos de várias séries]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inostroza]]></surname>
<given-names><![CDATA[Angela Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Villarroel]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina Paredes]]></surname>
<given-names><![CDATA[Jhonny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chávez Herting]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castrelo Silva]]></surname>
<given-names><![CDATA[Nicole]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile  ]]></institution>
<addr-line><![CDATA[Puerto Montt ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Viña del Mar  ]]></institution>
<addr-line><![CDATA[Viña del Mar ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Escuela Francisco Chávez Cifuentes  ]]></institution>
<addr-line><![CDATA[Navidad ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>33</numero>
<fpage>604</fpage>
<lpage>614</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000200604&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000200604&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000200604&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio busca identificar las prácticas de integración de aprendizajes en áreas STEM utilizadas por profesores multigrado, sus percepciones sobre la integración de las asignaturas STEM y su implementación en estos contextos. Se realizó un estudio exploratorio con enfoque cuantitativo de alcance descriptivo en el que participaron 33 profesores multigrado de dos regiones de Chile. Se elaboró un cuestionario cerrado respondido por los docentes a través de una plataforma online. Los resultados sugieren el desarrollo de prácticas de integración que van desde la promoción de aprendizajes fragmentados a la construcción de saberes interdisciplinarios. También se evidencia la implementación de estrategias de enseñanza que tienden a la homogeneidad, y percepciones positivas hacia la integración de asignaturas STEM. Se concluye la necesidad de generar programas y materiales de apoyo orientados a la promoción de aprendizajes profundos y equilibrados de las áreas STEM que atiendan a la heterogeneidad presente en estas aulas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study seeks to identify the practices of integration of learning in STEM areas used by multigrade teachers, their perceptions about the integration of STEM subjects and their implementation in these contexts. An exploratory study with a quantitative approach of descriptive scope was conducted with the participation of 33 multigrade teachers from two regions of Chile. A closed questionnaire was elaborated and answered by the teachers through an online platform. The results suggest the development of integration practices ranging from the promotion of fragmented learning to the construction of interdisciplinary knowledge. There is also evidence of the implementation of teaching strategies that tend towards homogeneity, and positive perceptions towards the integration of STEM subjects. It is concluded that there is a need to generate support programs and materials aimed at promoting deep and balanced learning in STEM areas that address the heterogeneity present in these classrooms.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo busca identificar as práticas de integração da aprendizagem nas áreas STEM utilizadas por professores de várias séries, suas percepções sobre a integração das disciplinas STEM e sua implementação nesses contextos. Foi realizado um estudo exploratório com uma abordagem quantitativa descritiva, com a participação de 33 professores de duas regiões do Chile. Um questionário fechado foi desenvolvido e respondido pelos professores por meio de uma plataforma on-line. Os resultados sugerem o desenvolvimento de práticas de integração que vão desde a promoção da aprendizagem fragmentada até a construção de conhecimento interdisciplinar. Também há evidências da implementação de estratégias de ensino que tendem à homogeneidade e percepções positivas em relação à integração das disciplinas STEM. Concluímos que há necessidade de gerar programas e materiais de apoio destinados a promover o aprendizado aprofundado e equilibrado nas disciplinas STEM que levem em conta a heterogeneidade presente nessas salas de aula.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación multigrado]]></kwd>
<kwd lng="es"><![CDATA[Educación STEM]]></kwd>
<kwd lng="es"><![CDATA[Enfoque interdisciplinar]]></kwd>
<kwd lng="es"><![CDATA[Estrategias educativas]]></kwd>
<kwd lng="es"><![CDATA[Plan de estudios integrado]]></kwd>
<kwd lng="en"><![CDATA[Multigrade education]]></kwd>
<kwd lng="en"><![CDATA[STEM education]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinary approach]]></kwd>
<kwd lng="en"><![CDATA[Educational strategies]]></kwd>
<kwd lng="en"><![CDATA[Integrated curriculum]]></kwd>
<kwd lng="pt"><![CDATA[Educação multietária]]></kwd>
<kwd lng="pt"><![CDATA[educação STEM]]></kwd>
<kwd lng="pt"><![CDATA[abordagem interdisciplinar]]></kwd>
<kwd lng="pt"><![CDATA[estratégias educacionais]]></kwd>
<kwd lng="pt"><![CDATA[currículo integrado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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