ARCS Model and Educational Neuroscience: A Transformative Approach for Integrated English and STEM Teaching

Sandro Xavier Quintuña Padilla and Verónica Alexandra Herrera Caldas

Revista Multidisciplinaria Voces de América y el Caribe, 2024, vol. 1, 119-142

Abstract: Context: The integration of English language teaching with STEM disciplines has gained traction as an innovative approach to enhance learning and prepare students for future challenges. Objective: To propose a framework based on the ARCS model (Attention, Relevance, Confidence, and Satisfaction) for designing educational programs that effectively integrate English language teaching and STEM disciplines, considering the principles of educational neuroscience. Method: A comprehensive literature review was conducted in academic databases, applying filters to include only relevant studies. A thematic analysis was performed to identify patterns and recurring themes. Results: Strategies and concrete examples for applying the ARCS model in integrated English and STEM teaching are presented, supported by neuroscientific principles. Success cases and challenges reported in the literature are highlighted. Conclusion: The ARCS model, backed by educational neuroscience, provides a solid framework for designing programs that integrate English language teaching and STEM disciplines, promoting motivating, meaningful, and long-lasting learning.

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:remuva:remuvac.v1i2.46

DOI: 10.69821/REMUVAC.v1i2.46

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