Impacto de la Metodología STEAM en el Desarrollo del Pensamiento Crítico en Estudiantes de Segundo Año de Bachillerato

This study analyzes the impact of the STEAM methodology on the development of critical thinking skills in second-year high school students at a school in the Portovelo canton. A quasi-experimental design with a control group and an experimental group was used, employing pre-tests and post-tests with an instrument that assesses logical, dialogical, and contextual dimensions of critical thinking. The intervention consisted of a STEAM learning sequence in the area of ​​Computer Science, based on projects, real-world problem-solving, collaborative work, inquiry, and the design of technological and creative solutions. The results indicate that, after the intervention, the experimental group significantly increased its average critical thinking score, while the control group maintained levels similar to those obtained in the pre-test. Furthermore, the average scores between measurements were significantly higher in the group that worked with the STEAM methodology than in the group that continued with traditional teaching. It is concluded that the integration of interdisciplinary, contextualized learning experiences supported by digital technologies fosters the development of critical thinking in technical high schools, and further research is suggested to expand the sample and explore long-term effects in other educational contexts.