https://hdl.handle.net/10259/4846 Mon, 11 May 2026 17:56:54 GMT 2026-05-11T17:56:54Z https://hdl.handle.net/10259/11605 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. Mon, 01 Sep 2025 00:00:00 GMT https://hdl.handle.net/10259/11605 2025-09-01T00:00:00Z https://hdl.handle.net/10259/11548 Planeta en tensión: cuando el equilibrio se rompe Miguel Borge, Marta; Segura Zariquiegui, Ainhoa; Greca Dufranc, Ileana María; Alonso Centeno, Almudena; Mata Torres, Susana Planeta en tensión: cuando el equilibrio se rompe guía a los estudiantes a través de un viaje interdisciplinario para comprender el impacto de la contaminación y la fragilidad de los ecosistemas marinos, usando como eje estructurante Sunakay de Martí Meritxell, una novela que te transporta a un futuro de desechos, a través de la vida de dos hermanas que sobreviven en una isla de plástico. Inspirado en la historia de supervivencia y regeneración, este material didáctico combina lectura, debate y actividades prácticas para analizar la contaminación marina y ambiental derivada de nuestros modelos de consumo actuales. A través de tareas individuales y colaborativas, el alumnado reflexiona sobre los impactos en la salud, sociales, ambientales y económicos de la moda rápida, tanto en los ecosistemas como en las comunidades humanas, y propone acciones y soluciones de consumo más responsables. El enfoque fomenta el pensamiento crítico, la conciencia social y el desarrollo de competencias comunicativas en distintos idiomas. Este manual, que incluye tres unidades y está diseñado según el modelo PROMISED, proporciona a los profesores un marco flexible y listo para usar que conecta la literatura, la educación STEAM y la ciudadanía global. El material se adapta a diferentes contextos docentes, siendo un recurso versátil que fomenta la innovación en las aulas bilingües y multilingües. Incluye actividades prácticas, recursos digitales y herramientas de evaluación, todos ellos alineados con los retos de la sostenibilidad global y la conservación marina. Sobre el proyecto: PROMISED es un proyecto Erasmus+ coordinado por la Universidad de Burgos en colaboración con Howest University, la Universidad Matej Bel, la Universidad de Granada, el CFIE de Burgos y Kveloce. Su objetivo es diseñar e implementar un modelo didáctico innovador que integre la educación STEAM, el aprendizaje bilingüe (AICLE/CLIL), la sostenibilidad y las competencias digitales en la educación secundaria, promoviendo así las transiciones verde y digital en la educación en Europa, para responder a las necesidades del alumnado del siglo XXI y apoyar a los centros escolares frente a los desafíos educativos actuales. Thu, 26 Feb 2026 00:00:00 GMT https://hdl.handle.net/10259/11548 2026-02-26T00:00:00Z https://hdl.handle.net/10259/11360 Empowering sexuality education: active learning through university–school–health–community partnerships Alonso Martínez, Laura; Armas Junco, Laura; Barriuso Ortega, Sonia; Heras Sevilla, Davinia; García Hernando, Ángela; Madrid Dávila, Patricia; Nogales Ausín, Ismael; Sierra Medina, María José This quasi-experimental study aimed to determine whether a sexuality education intervention, developed through a university–school–health–community collaboration, effectively improved students’ knowledge, attitudes and behaviours regarding sexual health. Utilising project-based and service-based learning, the programme engaged 454 students aged between 13 and 48 years (M = 19.33, SD = 6.03). The quasi-experimental group comprised students from secondary school, a nursing degree and a master’s in teaching, while the control group included students from secondary school and bachelors’ and masters’ degree students in health and education. The intervention was evaluated through pre- and post-surveys incorporating seven standardised measures to assess key areas, including social media use, body image, sexual behaviour, gender attitudes and pornography consumption. Before the intervention, the secondary school students and the students from the bachelors’ and master’s programme in teaching exhibited fewer positive attitudes and behaviours towards sexuality compared to the nursing students. However, following the intervention, the study showed that the university–school–health–community partnership enhanced sexuality education. It fostered trans-inclusive behaviours, promoted positive attitudes towards sexual diversity and reduced sexist beliefs and rape-supportive attitudes. These results highlight the intervention’s effectiveness among the participants. Mon, 01 Sep 2025 00:00:00 GMT https://hdl.handle.net/10259/11360 2025-09-01T00:00:00Z https://hdl.handle.net/10259/11355 El aprendizaje basado en proyectos: una revisión sistemática de la literatura (2015-2022) Ruiz Hidalgo, David; Ortega Sánchez, Delfín El Aprendizaje Basado en Proyectos (ABP), genera contextos integrados de enseñanza primando los procesos de aprendizaje competencial. El ABP favorece el desarrollo de habilidades cognitivas, lingüísticas y sociales del alumnado, fomentando la participación activa, la motivación y la creatividad. Sin embargo, la investigación sobre ABP adquiere matices diferenciales en su implementación en los diferentes niveles educativos. Este estudio descriptivo e inferencial analiza la investigación didáctica publicada, desde 2015 a 2022, siguiendo las directrices PRISMA. Los resultados obtenidos informan de una destacada presencia española en las áreas de las Ciencias Naturales. Los resultados sugieren una mayor extensión curricular de esta metodología activa y su atención en la formación inicial del profesorado.; Project Based Learning (PBL) generates interdisciplinary teaching contexts in which competency-based learning processes take precedence. PBL favours the development of students’ cognitive, linguistic and social skills, and encourages active participation, motivation and creativity. However, research on PBL acquires differential nuances in its implementation at different educational levels. This descriptive and inferential study aims at analysing didactic research published from 2015 to 2022, according to PRISMA guidelines. The results obtained report an outstanding Spanish presence in the areas of natural sciences. The results suggest a greater curricular extension of this active methodology and its attention in initial teacher training. Wed, 01 Jun 2022 00:00:00 GMT https://hdl.handle.net/10259/11355 2022-06-01T00:00:00Z