Ofrece acceso a artículos de revista, comunicaciones de congresos, libros, datos de investigación y otros trabajos de investigación del personal investigador de la UBU https://hdl.handle.net/10259/2604 2026-05-11T12:26:01Z 2026-05-11T12:26:01Z Ortega Sánchez, Delfín Pérez González, Carlos https://hdl.handle.net/10259/11605 2026-05-11T11:44:38Z 2025-09-01T00:00:00Z

Teachers’ Perceptions of Argumentation in Citizenship Education: Psychometric Validation of the AASES Instrument and Mediation Analysis of Sociodemographic Variables Using SEM Ortega Sánchez, Delfín; Pérez González, Carlos This study aims to analyze the perceptions of Spanish secondary school teachers in the fields of social and experimental sciences (n = 215) regarding the formative relevance of argumentative competence in the context of citizenship education. It also seeks to provide a psychometric instrument supported by robust empirical evidence of reliability and validity to achieve this goal. Based on a non-experimental, cross-sectional design, the AASES (Assessment of Argumentation in Social and Experimental Sciences) instrument,—developed ad hoc,—is administered to identify the potential relationship of sociodemographic factors with the theoretical subconstructs it comprises, the statistical association between age, origin, and gender, and the mediating role of gender in the relationship between age/place of origin and the defined latent factors, and the existence of significant differences among sociodemographic groups. The results indicate that, although a statistical association between age and gender was observed, the mediating role of gender in the relationship between age, origin, and the latent factors cannot be confirmed. SEM analyses showed that none of the sociodemographic predictors (age, origin, and gender) exert statistically significant direct or mediating effects on the latent factors. Furthermore, the comparative analyses complement the model by indicating that perceptions vary moderately by gender and age, even though these variables do not explain the latent factors in the SEM. Indeed, the analysis of variance revealed significant differences in the Critical and Ethical Skills dimension based on these two factors, with higher scores among male teachers and in the oldest age group, as well as increasing trends, with age, in the perceived importance of argumentation for the development and acquisition of critical thinking skills, informed decision-making, and ethical discussion. The findings highlight the need to incorporate specific spaces within the curriculum and teacher education programs to foster argumentative competencies and informed engagement with controversial socio-scientific issues, taking into account sociodemographic variables as influential factors in the educational process.

2025-09-01T00:00:00Z Calheiro, Lisiane Barcellos Greca Dufranc, Ileana María https://hdl.handle.net/10259/11604 2026-05-11T10:45:21Z 2026-04-01T00:00:00Z

Which Maker and STEAM integration styles stand out in education? A systematic review of pedagogical practices in teacher education Calheiro, Lisiane Barcellos; Greca Dufranc, Ileana María The growing demand to prepare teachers to face 21st-century educational challenges has driven the adoption of active methodologies, including the integration of STE(A)M education and the Maker model. These approaches foster critical thinking, creativity, and collaboration through practical skills and interdisciplinary experimentation. This study systematically reviews the literature to identify styles of Maker model integration in science teacher education at the basic education level, as well as challenges and strategies for its implementation. The analysis revealed a predominance of the collaborative style, followed by subordinate and peripheral approaches. Most studies reported positive impacts on teaching confidence, technical skills, and interest in innovative pedagogical practices. However, challenges such as limited curriculum time, restricted access to resources, and the need for continuous training hinder effective implementation. Additionally, the Maker model remains underrepresented in developing countries, highlighting the need for further research across diverse cultural and economic contexts. Integrating the Maker model with STE(A)M education significantly enhances teacher training, fostering a more dynamic and innovative learning environment. However, successful implementation requires institutional support, curriculum alignment, and ongoing professional development. The study underscores that different integration styles—collaborative, peripheral, and subordinate—must be adapted to teachers’ needs and educational systems. While findings are promising, broader analyses are needed to strengthen the empirical foundation on the impact of these methodologies in basic education.

2026-04-01T00:00:00Z Samadi, Khaoula Lifi, Mohamed Muñoz Rujas, Natalia M’hamdi Alaoui, Fatima Ezzahrae Aguilar Romero, Fernando https://hdl.handle.net/10259/11603 2026-05-11T10:46:35Z 2025-10-01T00:00:00Z

Thermophysical Analysis and Molecular Modeling of 2-Propanol–Glycol Ether Mixtures Between 293.15 K and 323.15 K: Implications for Renewable Fuel Formulations Samadi, Khaoula; Lifi, Mohamed; Muñoz Rujas, Natalia; M’hamdi Alaoui, Fatima Ezzahrae; Aguilar Romero, Fernando Short-chain alcohols and glycol ethers are increasingly being considered as promising additives or components in biofuels due to their favorable physicochemical properties and alignment with the growing demand for sustainable and low-emission energy sources in the transportation sector. This study presents experimental data for five binary mixtures of 2-propanol with glycol ethers: 2-(2-methoxyethoxy)ethanol, 2-(2-ethoxyethoxy)ethanol, 2-methoxyethanol, 2-phenoxyethanol, and 2-butoxyethanol. Measurements of excess molar enthalpy (), density (ρ), speed of sound (u), and refractive index (nD) were performed over the temperature range 293.15 K–323.15 K at 0.1 MPa. Derivative thermodynamic properties, excess molar volume (), isentropic compressibility (ks), and refractive index deviation (ΔnD), were calculated from the experimental data. Density data were correlated using PC-SAFT and Peng–Robinson equations of state, while polynomial equations were employed to fit ρ, u, nD, and ks as functions of composition. The Redlich–Kister equation was used to fit and ΔnD. Excess molar enthalpy () was modeled using both the Redlich–Kister correlation and thermodynamic activity coefficient models, UNIQUAC, NRTL, and Modified UNIFAC, to interpret molecular interactions. All the studied mixtures exhibit endothermic behavior. The results contribute to a deeper understanding of the behavior of alcohol/glycol ether mixtures and their potential application in fuel formulations.

2025-10-01T00:00:00Z Gallego Ausín, Noelia Escolar Llamazares, María del Camino Corral Puente, Sandra González Alonso, María Yolanda Serrano Gómez, Diego Ortiz-González, Andrea-Liliana Serrano Pintado, Isabel Martínez Martín, María Ángeles https://hdl.handle.net/10259/11601 2026-05-11T08:34:42Z 2025-06-01T00:00:00Z

Design and Validation of an Instrument to Evaluate Cognitive-Physiological Repercussions and Coping Strategies in a Pandemic Situation Gallego Ausín, Noelia; Escolar Llamazares, María del Camino; Corral Puente, Sandra; González Alonso, María Yolanda; Serrano Gómez, Diego; Ortiz-González, Andrea-Liliana; Serrano Pintado, Isabel; Martínez Martín, María Ángeles The coronavirus disease (COVID-19) pandemic has significantly affected mental health worldwide, highlighting the need for reliable tools to assess emotional impact (cognitive-psysiological repercusiones) and coping strategies. To validate the psychometric properties of an evaluation instrument with an ad hoc design, called the Evaluation Inventory of Cognitive-Physiological Repercussions and Coping Strategies in a Pandemic Situation (EICPCP), which has two scales: “Cognitive and Physiological repercussions arising from the pandemic due to COVID-19” (RCFPC19-13) and “Coping strategies during the pandemic due to COVID-19” (EAPC19-15). A total of 1,629 participants (students, teachers, and healthcare professionals) from Spain and Colombia completed the instrument. Exploratory and confirmatory factor analyses were conducted to assess their structure and reliability. Both exploratory and confirmatory factor analyses supported the five proposed dimensions: cognitive and physiological impacts on the RCFPC19-13 scale, and adaptation, support, and organization on the EAPC19-15 scale. In addition, satisfactory internal consistency, reliability indices, and temporal stability were obtained for both scales. The EICPCP is a valid and reliable tool for evaluating the cognitive-physiological impact of the pandemic and coping strategies employed. This instrument provides valuable insights for clinical research and psychological interventions in pandemic-related mental-health studies..

2025-06-01T00:00:00Z