Este estudio muestra el diseño y la evaluación de una secuencia de enseñanza-aprendizaje (SEA) con enfoque STEAM integrado empleando la investigación basada en el diseño. La SEA se implementó en un total de seis grupos de alumnado de sexto de Educación Primaria (N = 121), realizándose tres iteraciones con sucesivas ampliaciones de la muestra. Los resultados obtenidos de la evaluación competencial parecen indicar que el modelo teórico empleado en el diseño de la SEA es viable para el desarrollo competencial tanto científico como integral de los escolares. Palabras clave: Competencia; Secuencias de enseñanza-aprendizaje; Investigación basada en el diseño; Educación STEAM integrada; Educación Primaria. Design and evaluation of a STEAM teaching-learning sequence for primary education This study shows the design and evaluation of a teaching-learning sequence (TLS) with an integrated STEAM approach using design-based research. The TLS was implemented in a total of six groups of students in sixth grade of primary education (N = 121), performing three iterations with successive extensions of the sample. The results obtained from the competence evaluation seem to indicate that the theoretical model used in the design of the SEA is viable for the scientific and integral competence development of students. Keywords: Competence; Teaching–learning sequences; Design-based research; Integrated STEAM education; Primary education.

This study examines the implementation of problem-based learning in the teaching of physics within the context of technical–professional higher education in Chile. The research aimed to evaluate meaningful learning, competency development, and student satisfaction. The study involved 122 first-year students enrolled in technical programmes related to the field of mechanics. The findings revealed significant improvements in both conceptual and propositional learning, as well as in the development of technical competencies such as problem-solving, information selection, and teamwork. Additionally, high levels of student satisfaction were observed, indicating that problem-based learning not only enhances learning but also fosters greater engagement and motivation among students. These results highlight the potential of problem-based learning to transform the teaching of physics in technical–professional higher education settings, aligning academic content with practical applications and providing students with relevant and high-quality education.