Arte contemporáneo y STEAM en la formación de maestros de educación primaria: Intersecciones arte y ciencia

Abstract

The STEM approach has evolved over the last decade into a new acronym STEAM, in which Art and Design are presented in their full capacity. Elements such as creative and critical thinking, associated to these dimensions, seem to be the complementary support to face the enormous complexity of the 21st century, among which we find teaching and, in the specific case presented, pre-service teachers in primary education. Through an experience that has been developed over the last four academic years, this article addresses the impact of work based on the discourses that arise from contemporary art expressions in a didactic context in which different areas intervene in an interdisciplinary manner. Based on the selection of several cases, and the analysis of the resulting art and science products, we analyze how contemporary art, in its imbrication with the STEAMs, can facilitate the conceptual understanding of phenomena such as light and color that involve two areas of didactics.