A STEAM Pathway for Interculturality and Gender Equity in Primary Education

This research presents a qualitative, exploratory case study of an interdisciplinary STEAM teaching experience implemented in a fifth-grade primary school class, grounded in Lynn Margulis’s theory of mitochondrial endosymbiosis. In this educational project, the concept of symbiosis was explored on two interconnected levels: at the micro level, through the scientific study of the mitochondria and their cellular functions, and at the macro level, as a metaphor for cooperation and interdependence among human beings and cultures. Using active learning methodologies, including modelling, inquiry-based learning, role-play, guided discussion and cooperative activities, students engaged with complex biological content while reflecting on transversal issues such as interculturality and gender equity. Data collected through classroom observations, discussions, and student work suggest that the STEAM-based approach provided opportunities for inclusive participation, engagement with scientific content, and reflection on cultural gender stereotypes. Building on the biological concept of symbiosis which played a key role in the emergence of complex life, this study suggests that its pedagogical transposition may provide a meaningful framework for exploring connections between scientific knowledge, cooperation, and social diversity.