“F1® in Schools”: despertando potencial STEM en los jóvenes, para el desarrollo de la sociedad
Número
Sección
Publicado
30-04-2026
Resumen
El Proyecto F1® in Schools representa una fantástica oportunidad para unir el deporte del motor con la denominada educación STEM en las escuelas de primaria y secundaria. En el presente trabajo de investigación se profundiza en esta relación, y se incorpora la visión y los intereses de los distintos grupos de interés o “stakeholders”, incluyendo entre otros a los propios estudiantes, las instituciones y autoridades públicas, los centros educativos, y las principales entidades relacionadas con el deporte del motor. El objetivo principal es la definición, tanto a nivel estratégico como operativo, de un proyecto piloto que posicione a F1® in Schools como el componente central de la estrategia para fomentar, detectar y potenciar perfiles STEM desde las primeras etapas educativas.Palabras clave:
F1® in schools, Madcup, deporte del motor, STEM, diversidad
Agencias de apoyo
- This work has been supported by the Madrid Government (Comunidad de Madrid-Spain) under the Multiannual Agreement with UC3M in the line of Excellence of University Professors (EPUC3M20), and in the context of the V PRICIT (Regional Program of Research and Technological Innovation).
Referencias
ABU MANSOR, M. R., & HARUN, Z. (2017). F1 IN SCHOOLS Competition to Promote STEM: Aerodynamic Investigation of Miniature F1 IN SCHOOLS Car. 2017 7th World Engineering Education Forum (WEEF), 708–712. https://doi.org/10.1109/WEEF.2017.8467172
ARAGÓN, Ó. G., ARIADNA, D., MELIAN, G., FRANCESC, J., GASCÓN, F., & RUIZ, A. D. (2023). Dirección y Organización. 82, 16–31.
ARAGÓN, Ó. G., MELIAN, A. G., GASCÓN, J. F. F., & RUIZ, A. D. (2024). Liderazgo femenino en un sector masculinizado. El caso de la automoción en España. Direccion y Organizacion, 82(82), 16–31. https://doi.org/10.37610/dyo.v0i82.657
BEYERS, R. N. (2009). A Five Dimensional Model for Educating the Net Generation. Educational Technology & Society, 12(4), 218–227.
CARDÓS, M., MAHEUT, J., CANÓS-DARÓS, L., CORTÉS, P., & ANDRÉS, C. (2024). Diseño de un entorno de aprendizaje basado en docencia inversa en asignaturas de Ingeniería de Organización Industrial. Direccion y Organizacion, 82(82), 72–86. https://doi.org/10.37610/dyo.v0i82.661
CHIEN, Y. H., & CHU, P. Y. (2018). The Different Learning Outcomes of High School and College Students on a 3D-Printing STEAM Engineering Design Curriculum. International Journal of Science and Mathematics Education, 16(6), 1047–1064. https://doi.org/10.1007/s10763-017-9832-4
DAVIES, H. C. (2013). Formula student as part of a mechanical engineering curriculum. European Journal of Engineering Education, 38(5), 485–496. https://doi.org/10.1080/03043797.2013.811474
ERINA WAN ZUL. (2024). The Impact of the PMIEF and F1® in Schools Partnership. Https://Www.Pmi.Org/Pmi-Educational-Foundation/about-Us/News/the-Impact-of-the-Pmief-and-F1-in-Schools-Partnership.
F1 IN, S. (2024). World Finals 2024. https://www.f1inschools.com/world-finals-2024.html
F1INSCHOOLS. (2024). Case Studies - F1 IN SCHOOLS GLOBAL. https://www.f1inschools.com/case-studies.html
FERNÁNDEZ-MARTÍN, F.-D., ARCO-TIRADO, J.-L., CARRILLO-ROSÚA, F.-J., HERVÁS-TORRES, M., RUIZ-HIDALGO, J.-F., & ROMERO-LÓPEZ, C. (2020). Making STEM Education Objectives Sustainable through a Tutoring Program. Sustainability, 12(16), 6653. https://doi.org/10.3390/su12166653
GAI, A. (2021). Improving Aerodynamic Efficiency and Decreasing Drag Coefficient of an F1 in Schools Race Car. Modern Applied Science, 15(2), 73. https://doi.org/10.5539/mas.v15n2p73
HAN, J., KELLEY, T., & KNOWLES, J. G. (2021). Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness. Journal for STEM Education Research, 4(2), 117–137. https://doi.org/10.1007/s41979-021-00053-3
HAN, S., CAPRARO, R., & CAPRARO, M. (2015). HOW SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) PROJECT-BASED LEARNING (PBL) AFFECTS HIGH, MIDDLE, AND LOW ACHIEVERS DIFFERENTLY: THE IMPACT OF STUDENT FACTORS ON ACHIEVEMENT. International Journal of Science and Mathematics Education, 13, 1089–1113. https://doi.org/10.1007/S10763-014-9526-0
HOLMAN, I. (2018). Women in Motorsport Series - Maria Rubia Vazquez - Formula Careers. https://formulacareers.com/fcblog/women-in-motorsport-maria-rubia-vazquez/
HYLTON, P. (2010). Using Motorsports Design Concepts to Further STEM Education Journal of Technology Studies, 36(1), 12–15. https://doi.org/10.21061/jots.v36i1.a.2
JENKINS, E. W., & NELSON, N. W. (2005). Important but not for me: students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41–57. https://doi.org/10.1080/02635140500068435
KUSCHEL, K., ETTL, K., DÍAZ-GARCÍA, C., & ALSOS, G. A. (2020). Stemming the gender gap in STEM entrepreneurship – insights into women’s entrepreneurship in science, technology, engineering and mathematics. International Entrepreneurship and Management Journal, 16(1), 1–15. https://doi.org/10.1007/s11365-020-00642-5
MADCUP. (2024). f1inschools | MADCUP. https://www.madcup.es/f1inschools/
MINISTERIO DE EDUCACIÓN Y FORMACIÓN PROFESIONAL. (2023). datos-y-cifras-2023-2024-espanol. https://www.educacionfpydeportes.gob.es/dam/jcr:27162db1-c2b3-4f9c-a8fa-a17731a561f8/datos-y-cifras-2023-2024-espanol.pdf
MOTORSPORT, F. in. (2019). Celebrating the Women of Formula 1: International Women in Engineering Day | Working in F1 | FinM. https://www.femalesinmotorsport.com/post/celebrating-the-women-of-formula-1-international-women-in-engineering-day
RAMIREZ-MENDOZA, R. A., MORALES-MENENDEZ, R., MELCHOR-MARTINEZ, E. M., IQBAL, H. M. N., PARRA-ARROYO, L., VARGAS-MARTÍNEZ, A., & PARRA-SALDIVAR, R. (2020). Incorporating the sustainable development goals in engineering education. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 739–745. https://doi.org/10.1007/s12008-020-00661-0
ROMERO, S., ALÁEZ, M., AMO, D., & FONSECA, D. (2020). Systematic Review of How Engineering Schools around the World Are Deploying the 2030 Agenda. Sustainability, 12(12), 5035. https://doi.org/10.3390/su12125035
SÁNCHEZ-CARRACEDO, F., SEGALAS, J., BUENO, G., BUSQUETS, P., CLIMENT, J., GALOFRÉ, V. G., LAZZARINI, B., LOPEZ, D., MARTÍN, C., MIÑANO, R., CÁMARA, E. S. de, SUREDA, B., TEJEDOR, G., & VIDAL, E. (2021). Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education. Sustainability, 13(21), 12154. https://doi.org/10.3390/su132112154
TAŞDEMIR, F. (2022). Examination of the Effect of Stem Education on Academic Achievement: A Meta-Analysis Study. Education Quarterly Reviews, 5(2). https://doi.org/10.31014/aior.1993.05.02.489
TORRES, M. (2024). Margarita Torres Díez | LinkedIn. Linkedin. https://www.linkedin.com/in/margarita-torres-díez-79392617/?originalSubdomain=uk
TROIS, C., KIMMIE, R., & TRAMONTIN, V. (2017). Promoting Synergies Between Sustainable Development Principles And Engineering Education. 2017 7th World Engineering Education Forum (WEEF), 6–10. https://doi.org/10.1109/WEEF.2017.8467165
TURNER, S. L., MCWHIRTER, E. H., LEE, H., MASON-CHAGIL, G., SMITH, S., JACOBS, S. C., & JACKSON, A. P. (2022). Barriers to STEM Efficacy and Outcome Expectations among Native American College Students. Counseling Psychologist. https://doi.org/10.1177/00110000221108454
VELOTECH. (2024). F1 in Schools - Velotech Team representing Spain. https://velotech.es/f1inschools/
WANG, X. (2013). Why Students Choose STEM Majors. American Educational Research Journal, 50, 1081–1121. https://doi.org/10.3102/0002831213488622
WHEELER, L. B., THOMPSON, K. V., MARBACH-AD, G., SHEEHAN, P., BORTIATYNSKI, J. L., & GHENT, C. (2023). Factors Predicting the Extent to which STEM Students Value Cross-Disciplinary Skills: A Study across Four Institutions. CBE—Life Sciences Education, 22(2). https://doi.org/10.1187/cbe.22-06-0101
WOLTER, I., EHRTMANN, L., SEIDEL, T., & DRECHSEL, B. (2019). Social or Economic Goals? The Professional Goal Orientation of Students Enrolled in STEM and Non-STEM Majors in University. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02065
XISPA. (2024). El equipo Xispa, de SEK-Catalunya, gana la competición nacional de F1 in Schools STEM Challenge - SEK International Schools. https://www.sek.es/el-equipo-xispa-de-sek-catalunya-gana-la-competicion-nacional-de-f1-in-schools-stem-challenge/
YORDANOVA, D., FILIPE, J. A., & PACHECO COELHO, M. (2020). Technopreneurial Intentions among Bulgarian STEM Students: The Role of University. Sustainability, 12(16), 6455. https://doi.org/10.3390/su12166455
YURCHENKO, K., & SEMENIKHINA, O. (2023). STEM EDUCATION ON OPEN EDUCATIONAL PLATFORMS. Academic Notes Series Pedagogical Science, 1(208). https://doi.org/10.36550/2415-7988-2023-1-208-282-287
ZAPATA-MOLINA, C., MONTES-HINCAPIÉ, J. M., LONDOÑO-ARIAS, J. A., & BAIER-FUENTES, H. (2022). The Valley of Death of Start-ups: A Systematic Literature Review. Direccion y Organizacion, 78(78), 18–30. https://doi.org/10.37610/dyo.v0i78.628
Licencia
Derechos de autor 2026 Luis Isasi-Sánchez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Esta obra se encuentra bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.