Indagación científica desde edades tempranas con enfoque steam. Estrategias didácticas para educación inicial y primaria
Palabras clave:
Indagación científica; Enfoque STEAM; Biohuerto escolar; Educación inicial; Aprendizaje vivencial.Sinopsis
Este libro invita a redescubrir la ciencia desde la experiencia, el juego y la exploración directa del entorno. Con la curiosidad infantil como motor, propone que los niños observen, pregunten, experimenten y compartan sus hallazgos, transformando el aprendizaje en una aventura viva. Frente a una enseñanza fragmentada, la obra apuesta por el enfoque STEAM y el biohuerto escolar como escenario ideal: un espacio donde germinan la indagación, el pensamiento crítico, la responsabilidad ambiental y el trabajo colaborativo. El docente, como mediador, guía preguntas, observaciones y registros, tejiendo experiencias significativas. En síntesis, este libro demuestra que el biohuerto, integrado a STEAM, es mucho más que un jardín: es un aula abierta donde la ciencia se siembra, se cultiva y florece en cada etapa de la educación inicial y primaria.
Descargas
Citas
Ahmadpour, N., & Mujembari, A. K. (2015). The impact of Montessori teaching method on IQ levels of 5-year old children. Procedia - Social and Behavioral Sciences, 205, 122–127. https://doi.org/10.1016/j.sbspro.2015.09.037
Angel Ortiz-Esparza, M., Cardona Reyes, H., Mamani-Calcina, J., & Rondon, D. (2025). Incorporating STEAM strategies to develop scientific problem-solving skills in infants. CLEI Electronic Journal, 28(4).
Awang, Z., Yakob, N., Hamzah, A., & Talling, M. M. (2020). Exploring STEAM teaching in preschool using Fred Rogers approach. International Journal of Evaluation and Research in Education, 9(4), 1071–1078. https://doi.org/10.11591/ijere.v9i4.20674
Balsera, P. D., Garmendia, L. M. N., & Urdin, J. A. (2015). Las políticas supranacionales de UNICEF, infancia y educación. Bordón, 67(1), 25–38. https://doi.org/10.13042/Bordon.2015.67102
Bartoszeck, A. B., Vandrovieski, W., Tratch, V., Czelusniak, F., & Tunnicliffe, S. D. (2018). What do Brazilian school children know about birds in their country? European Journal of Educational Research, 7(3), 485–499. https://doi.org/10.12973/eu-jer.7.3.485
Bayles, J., Peterson, A. D., Jilcott Pitts, S., Bian, H., Goodell, L. S., Burkholder, S., Hegde, A. V., & Stage, V. C. (2021). Food-based science, technology, engineering, arts, and mathematics (STEAM) learning activities may reduce decline in preschoolers’ skin carotenoid status. Journal of Nutrition Education and Behavior, 53(4), 343–351. https://doi.org/10.1016/j.jneb.2020.10.017
Capillo Martel, M., & Mauricio Salazar, M. J. (2019). Método Montessori para el desarrollo del concepto número en niños de 6 años. Universidad Antonio Ruiz de Montoya.
Courtier, P., Gardes, M. L., Van der Henst, J. B., Noveck, I. A., Croset, M. C., Epinat-Duclos, J., Léone, J., & Prado, J. (2021). Effects of Montessori education on the academic, cognitive, and social development of disadvantaged preschoolers: A randomized controlled study in the French public-school system. Child Development, 92(5), 2069–2088. https://doi.org/10.1111/cdev.13575
Dereli İman, E., Danişman, Ş., Akin Demircan, Z., & Yaya, D. (2019). The effect of the Montessori education method on pre-school children’s social competence–behaviour and emotion regulation skills. Early Child Development and Care, 189(9), 1494–1508. https://doi.org/10.1080/03004430.2017.1392943
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118. https://doi.org/10.1016/j.childyouth.2020.105440
Erwin, E. J., Brotherson, M. J., Palmer, S. B., Cook, C. C., Weigel, C. J., & Summers, J. A. (2009). How to promote self-determination for young children with disabilities: Evidenced-based strategies for early childhood practitioners and families. Young Exceptional Children, 12(2), 27–37. https://doi.org/10.1177/1096250608329611
Eugenio-Gozalbo, M., Truchero, G. R., & Rapp, C. V. (2019). University gardens: Identifying learning dimensions as perceived by future teachers. Enseñanza de las Ciencias, 37(3), 111–127. https://doi.org/10.5565/rev/ensciencias.2657
Ewald, C. N., Adams, S. N., Yadav, P., Moon, K., Sah, A., Swain, D., & Kim, S. (2026). Hands-on lithography for PreK-5 students: Accessible art activity to learn semiconductor nanofabrication. Journal of Chemical Education, 103(3), 1323–1329. https://doi.org/10.1021/acs.jchemed.5c00938
Hayes, D., Contento, I. R., & Weekly, C. (2018). Position of the Academy of Nutrition and Dietetics, Society for Nutrition Education and Behavior, and School Nutrition Association: Comprehensive nutrition programs and services in schools. Journal of Nutrition Education and Behavior, 50(5), 425–431. https://doi.org/10.1016/j.jneb.2018.03.001
Hernández Sampieri, R. (2014). Metodología de la investigación. McGraw-Hill Education.
Hoyne, C., & Egan, S. M. (2022). ABCs and 123s: A large birth cohort study examining the role of the home learning environment in early cognitive development. Journal of Experimental Child Psychology, 221. https://doi.org/10.1016/j.jecp.2022.105424
Ingram, E., Hill, T. W., Harshbarger, D., & Keshwani, J. (2024). Improving elementary pre-service teachers’ science teaching self-efficacy through garden-based technology integration. Education Sciences, 14(65). https://doi.org/10.3390/educsci14010065
Ingram, E., & Keshwani, J. (2020). Nebraska school gardens and the potential for science, technology, engineering, and math learning. Journal of Extension, 58(6), 1–22. https://doi.org/10.34068/joe.58.06.14
Johnston, K., Kervin, L., & Wyeth, P. (2022). STEM, STEAM and makerspaces in early childhood: A scoping review. Sustainability, 14(13533). https://doi.org/10.3390/su142013533
Junge, K., Schmerse, D., Lankes, E. M., Carstensen, C. H., & Steffensky, M. (2021). How the home learning environment contributes to children’s early science knowledge—Associations with parental characteristics and science-related activities. Early Childhood Research Quarterly, 56, 294–305. https://doi.org/10.1016/j.ecresq.2021.04.004
Kao, C. P., Lin, K. Y., & Williams, P. J. (2025). The influence of STEAM-based block play on creative imagination and performance in preschool children: A latent growth curve model. International Journal of Technology and Design Education, 36, 465–482. https://doi.org/10.1007/s10798-025-10014-1
Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379–401. https://doi.org/10.1016/j.jsp.2012.01.001
Marshall, C. (2017). Montessori education: A review of the evidence base. npj Science of Learning, 2(1), 1–9. https://doi.org/10.1038/s41539-017-0012-7
Oryan, D., Menahem, E., Ron, L., Doron, G., & Maman, S. (2026). The Ramon Space Race program: Empowering teachers for early childhood space education. Acta Astronautica, 240, 408–416. https://doi.org/10.1016/j.actaastro.2025.11.083
Prada Núñez, R., Peñaloza Tarazona, M. E., & Rodríguez Moreno, J. (2024). Trends and challenges of integrating the STEAM approach in education: A Scopus literature review. Data and Metadata, 3(424). https://doi.org/10.56294/dm2024.424
Pransiska, R., Rozimela, Y., & Hadiyanto, H. (2025). Understanding kindergarten teachers’ readiness and acceptance of STEAM-oriented interactive e-books for English vocabulary instruction. International Journal of Learning, Teaching and Educational Research, 24(3), 500–516. https://doi.org/10.26803/ijlter.24.3.24
Stage, V. C., Dixon, J. B., Grist, P., Wu, Q., Hegde, A. V., Lee, T. D., Lundquist, R., & Goodell, L. S. (2025). A food-based science, technology, engineering, arts, and mathematics learning program may improve preschool children’s science knowledge and language skills in rural North Carolina. Nutrients, 17(1523), 1–22. https://doi.org/10.3390/nu17091523
Stage, V. C., Dixon, J. B., Lundquist, R., Wu, Q., Hegde, A. V., Lee, T. D., Grist, P., & Goodell, L. S. (2026). More PEAS please! Implementation methodology of a preschool program promoting healthy eating, science, and language. Journal of Nutrition Education and Behavior, 58(6), 603–615. https://doi.org/10.1016/j.jneb.2026.01.006
Super, L., Qin, J., Zhang, L., Chhina, N., Athwal, E., Pryde, S., & Singh, S. (2025). Exploring scientific complexity with authenticity and inclusion: New curricula and assessment materials for phytobiome STEAM kits. Natural Sciences Education, 54(2). https://doi.org/10.1002/nse2.70022
Trina, N. A., Monsur, M., Cosco, N., Loon, L., Shine, S., & Mastergeorge, A. (2025). Rethinking traditional playgrounds: Temporary landscape interventions to advance informal early STEAM learning in outdoors. Education Sciences, 15(8). https://doi.org/10.3390/educsci15080952
Trina, N. A., Monsur, M., Cosco, N., Shine, S., Loon, L., & Mastergeorge, A. (2024). How do nature-based outdoor learning environments affect preschoolers’ STEAM concept formation? A scoping review. Education Sciences, 14(627), 1–21. https://doi.org/10.3390/educsci14060627
Trina, N. A., Monsur, M., Cosco, N., Shine, S., Loon, L., & Mastergeorge, A. (2025). Tools for assessing the STEAM learning affordances and quality of outdoor learning environments of childcare centers: A systematic review. Early Childhood Education Journal, 54, 1091–1107. https://doi.org/10.1007/s10643-025-01911-0
Veziroglu-Celik, M., Ozkaya, S., Kacar, G., & Senturk, Z. E. (2025). STEAM in early childhood: An analysis towards teachers’ and children’s perspectives. Early Childhood Education Journal, 54, 1027–1039. https://doi.org/10.1007/s10643-025-01897-9
Villarreal Ghellinaza, R. H. (2013). Espacios educativos: Para niños y niñas de 0 a 3 años. Guía de orientación. Ministerio de educación.
Woo, S. (2014). Creating an amazing Montessori toddler home environment. Montessori Life, 26(2), 54–59.
Wu-Rorrer, R., & Mecca, P. (2025). STEM environments in secondary education sustainability programs: A case study on the application of AgroLab framework. International Journal of Sustainability in Economic, Social, and Cultural Context, 22(1), 23–40. https://doi.org/10.18848/2325-1115/CGP/v22i01/23-40
Xu, J., Gao, X., Lin, T., Wang, W., Xu, H., Xu, Y., Wang, X., Cheng, X., Chen, Z., Tan, T., Qi, H., Wang, Y., Hong, M., & Liu, S. (2025). Horticulture in education: A comprehensive insight into school gardening. Future in Educational Research, 3(1), 28–47. https://doi.org/10.1002/fer3.62
Zhan, Y., Wu, Y., Liu, X., & Zhao, L. (2025). Characterizing social problem-solving skills in STEAM activities among preschool children enacting different social positions. Thinking Skills and Creativity, 58(101931), 1–20. https://doi.org/10.1016/j.tsc.2025.101931

