Browsing by Author "Reiss, Kristina"

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    Latin American STEM Policy: A Review of Recent Initiatives on STEM Education in four Latin American Countries
    (Routledge, 2020) Bascopé Julio, Martín; Reiss, Kristina; Morales, Mayte; Robles, Claudia; Reyes, Pilar; Duque, Mauricio Ismael; Andrade, Juan Carlos
    The chapter systematizes initiatives on STEM education provided by an expert panel with representatives from Chile, Perú, Colombia, México and Germany. It looks at the relationship with the policy frame of each of the Latin American countries and makes a revision of the empirical research on the area. Four main areas of development of STEM initiatives were found: Inquiry-based science education programs, gender equality in STEM, place-based learning and multi-sectoral territorial alliances for STEM education. Curricular guidelines in general allow STEM innovation with differences among countries. Research-based interventions are still scarce, and little can be said about outcomes and results.
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    Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience
    (MDPI, 2021) Bascope, Martin; Reiss, Kristina
    This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students' and educators' attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.