The STEAM approach, an acronym for Science, Technology, Engineering, Art, and Mathematics, (STEAM), is gaining significant relevance in educational systems worldwide, including Spain. This approach aims to integrate the aforementioned disciplines, promote the development of each by establishing links with the others, and encourage interest in these areas, particularly among girls. As a result, various STEAM initiatives have emerged in educational centers in recent years. However, several studies indicate difficulties in achieving quality learning, as well as an imbalance in the presence of the various disciplines, with a predominant focus on the technological field. In fact, in some initiatives, merely using digital tools seems to be presented as a guarantee of improved learning. In response to this, several experts in science and mathematics education advocate for different types of STEAM proposals, which address mathematical and scientific-technological competencies, that is, the STEM competencies outlined in the current Spanish curriculum. The STEM competency emphasizes the development of scientific and mathematical models, the ability to conduct scientific research, data analysis, argument construction, critical thinking, in other words, the practices and methodologies of mathematics, science, and engineering. Therefore, students need to be given opportunities to formulate hypotheses based on their models, design and carry out inquiries to test them and use patterns in data to explain phenomena. They should also interpret data and turn them into evidence so they can make conclusions and establish differences between results and conclusions. In this context, the present work aims to analyze the development of scientific competence through the incorporation of the scientific practice of inquiry. For that purpose a guided inquiry sequence related to the blood pressure model in the context of a STEAM project was analyzed. 43 students of 3rd course of secondary education (14-15 years old) designed 11 scientific posters in groups of 4 students. Out of the 11 groups, 8 included the blood pressure model; however, they did not reference it when formulating hypotheses or drawing conclusions. 10 groups formulated the research question. As for hypothesis formulation, none of the groups formulated any; 9 made predictions, and only 3 provided some partial explanation. None of the experimental designs ensured the reliability of the results, as they did not include replicates of measurements or control for other variables that could affect the independent variable. On the other hand, the groups provided quantitative results (except for one), which they presented in tables (two groups also made graphical representations). It is concluded that the main difficulties students face are in relating the scientific model to the various sections of the research, distinguishing hypotheses from predictions, and designing investigations considering the aspects that ensure their reliability.

Keywords: Inquiry, Scientific competence, STEAM.