Theoretical Framework for a Didactic Nature-of-STEM Sequence

In the current landscape of science education, facing intricate global challenges, the NoSTEM perspective emerges as a crucial approach. This work focuses on the theoretical foundation of a didactic sequence designed from a NoSTEM perspective, with Fire Ecology as its thematic core. Choosing Fire Ecology as a central theme enables educational approaches intersecting the philosophy, history, and sociology of science, addressing fundamental socio-scientific challenges like climate change and sustainable development. The proposed didactic sequence, supported by a robust epistemological-psychological-didactic foundation and framed within the NoSTEM perspective, guides students through the history of fire, related sciences, interaction with ecosystems, and technologies applied to the study of wildfires. This approach not only enhances scientific understanding but also nurtures communicative and collaborative skills, interdisciplinary awareness, and a sense of social justice. This work contributes to the educational field by providing a theoretically grounded approach for designing didactic sequences adopting the NoSTEM perspective. The application of these principles in science education can enrich students’ learning experiences and prepare them to address scientific and social challenges comprehensively.