STEM Clubs: Participation and Scientific behavior

Abstract

The objective of this study was to analyze the relationship between participation in STEM clubs focused on science, technology, engineering, and mathematics and the manifestations of scientific behavior among third-year technical high school students. The research was conducted using a qualitative approach, through semi-structured interviews, bibliographic review, and discourse analysis, with the purpose of exploring students’ perceptions and experiences. The findings suggest that active participation in STEM projects is associated with more favorable attitudes toward science and technology, as well as practices related to inquiry and problem-solving. Differences between participating and non-participating students were also identified, which provide insights into the role of these clubs as pedagogical spaces that enhance motivation and the integration of theoretical and practical knowledge. In summary, this study provides situated qualitative evidence on the relevance of STEM clubs in Ecuadorian technical education, highlighting their contribution to the development of scientific attitudes and competencies, while recognizing that the conclusions are not intended to be generalized beyond the specific context analyzed.