Abstract

The design of STEM units embedded in traditional schoo-ling contexts has been extensively investigated. Howe-ver, there has been no exploration on how to elaborate this type of proposal in multigrade contexts. This study aims to determine the assessment by a group of teachers on the relevance and feasibility of a framework that gui-des the design of integrated STEM units in multigrade contexts. Additionally, their perceptions of STEM edu-cation and its implementation in these contexts were explored. By using an evaluative research design with a participatory modality in the context of a professional development course in STEM, focus groups were im-plemented throughout the sessions, and a questionnaire was elaborated and applied at the end of professional development. Findings suggest that the analyzed fra-mework is relevant and feasible, but some stages could be better integrated. Teachers are open to learn in order to implement this type of education, which they see as an opportunity to contextualize and integrate knowled-ge. Still, they report needing more constant and lasting support so as to apply it in their classrooms.