Active Learning to Foster STEM Education in Vulnerable Urban and Rural Contexts

Abstract

This study moves the field of engineering education toward the culturally responsive formation of high school students for capability building on community resilience. This research will lead to the creation of a novel methodological framework that integrates culturally and socially appropriate pedagogy approaches with the teaching of Science, Technology, Engineering and Mathematics (STEM) for the improvement of life quality conditions of vulnerable peri-urban communities around Bogotá and inside the region that surrounds this city, which are areas with deep levels of inequality. This new methodological framework will provide a holistic perspective to understand and propose recommendations to positive social changes by designing and creating prototypes of low-cost technologies or methodologies to deal with local problems, which are especially necessary for the surpass of poverty and the design of socially resilient infrastructures based on STEM tools. Furthermore, this project will try to connect community-based peace building initiatives through engineering and sciences perspectives by working with internal and external migrants who have been victims of different social and economic conflicts. Most importantly, this study illuminates what teachers, schools, and communities can do to support this kind of population into engineering and science learning, excite adolescents and motivate them to become outstanding, creative, and productive engineers and scientist. In addition to using science and technology for dealing with local problems, this framework can be extended to other tools and methodologies for specific social and environmental projects and sectors, especially in areas of armed conflict or to work with vulnerable populations.