Abstract

An investigation associated with the implementation of an interdisciplinary project, with a STEM approach, applied in a Primary Education center in a vulnerable context is presented. The work with the students was carried out according to a methodology of inquiry and problem solving. A quasi-experimental design is followed, using as dependent variables the attitude towards science and mathematics, analyzed preintervention and post-intervention. The experimental group is made up of 15 3rd cycle students, forming the control group from a matching process with the rest of the students at the center. The findings inform that the implementation of the STEM program generates better results in the attitude towards science (p=,004; TE= 1,254) than mathematics (p=,574; TE=,382) the technological tools used, the work time and the connection process between disciplines in STEM reinforce the work carried out. Finally, the research implies that there is a need to increase the understanding of the interrelationships between aspects of STEM, and the need to develop models of learning based on STEM to support the application of STEM in learning.