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Regarding the growing use of PBL for teaching and learning high school Science, there appears the necessity of instruments that make school STEM projects evaluation feasible. For that purpose, based on a cognitive model of Science Education that focuses on how scientist work, think and communicate, it was developed a co-construction and validation process of a rubric instrument. Aided by an interdisciplinary research group on Science Education, the 3-step co-construction process was the context of an evaluative investigation from a qualitative-interpretative approach. By analyzing participants discourse, 4 major tensions were found to have direct implications on project improvement.

¿Cómo diseñar un buen proyecto STEM? Identificación de tensiones en la co-construcción de una rúbrica para su mejora