Abstract

The purpose of this study was to determine the levels of self-perception on the use of the STEAM approach in classroom practices of natural sciences in teachers who direct the area. This was developed under the quantitative, descriptive method with a non-probabilistic sample. The sample consisted of 40 Mexican and Colombian teachers, who responded to the instrument with a reliability of 0.920 (Cronbach´s alpha). The results indicated that teachers have a low level of self-perception on the use of the approach. It is concluded that this low level regarding the use of the STEAM approach in their class-room practices seen from the planning, execution and evaluation of their classes is very nega-tive since it influences the decision-making process in the implementation of any initiative, in this case for the implementation of STEAM education in the science classroom.

Keywords:
science education; interdisciplinary approach; STEAM education; teaching methods