Investigación

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https://hdl.handle.net/10201/51

Investigación contiene los documentos generados por los docentes e investigadores de la Universidad en su labor de investigación. Este depósito tiene como objetivos el almacenamiento, la gestión, la preservación y la difusión de estos documentos, y pretende contribuir al aumento de la visibilidad del trabajo desarrollado por los miembros de la comunidad universitaria.

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Now showing 1 - 20 of 477

Open Access
A BreakoutEDU for understanding gene expression in high school. A case study: design, implementation, and evaluation of the emotions of its implementation
(Wiley, 2024-10-08) Manuel Fernández Díaz; Martínez Carmona, Marina; Ayuso Fernández, Gabriel Enrique; Fernández Díaz, Manuel; Serrano García, Francisco José; Plaza Griñan, Antonia; Didáctica de las Ciencias Experimentales; Facultad de Educación
Knowledge about genetics is essential to build a society capable of participating in socioscientific and ethical debates. However, this subject remains difficult for students, making it necessary to develop new educational strategies, such as gamification. Thus, two main objectives are established in this work: (a) to design and evaluate BreakoutEDU, a gamified activity to improve understanding of the content of gene expression; and (b) to study the emotions triggered by this activity among students. Using questionnaires and observation templates, the implementation of BreakoutEDU is evaluated in two groups of first-year high school students (15 and 10 students). The results are analyzed qualitatively and quantitatively. Bearing in mind the limitations of this study, it is concluded that the designed BreakoutEDU could support gamification as a good strategy to contextualize and approach the abstract content of gene expression. Moreover, the activity could maintain a balance between time, difficulty and students' skills, encourage teamwork and trigger mainly positive emotions.
Open Access
A dataset of word recognition accuracy, times, and prevalence for 4,562 verbs and 4,562 pseudoverbs of Spanish
(2025-12-03) Marín, Javier; Miguel-Abella, Romina; Herrera, Elena; González-Nosti, María; Pérez Sánchez, Miguel Ángel; Psicología Básica y Metodología
The current database comprises behavioral data from 267 healthy Spanish adults aged 18 to 51, who participated in a visual lexical decision task conducted in a laboratory setting. Raw data on response accuracy and latencies are available for 4,565 verbs and 4,565 pseudoverbs, along with word prevalence—calculated from accuracy in that task. Additionally, a filtered dataset containing response times (RT) for only correct responses, applying commonly used thresholds for outliers, is provided. Reliability analyses (via ICC) demonstrated good to excellent scores for the entire dataset. Criterion and construct validity, including a comparative analysis with other databases, were also examined, yielding satisfactory results. The new data can facilitate researchers in conducting virtual or pilot experiments, exploring novel research questions, or constructing models of word recognition. Furthermore, they may be of interest at the clinical level, such as in the selection of materials for cognitive rehabilitation, as the behavioral data and prevalence can be utilized to organize words based on their difficulty for training purposes.
Open Access
A multimodal and adaptive gamified system to improve cybersecurity competence training
(Springer, 2025-08-30) Albaladejo González, Mariano; Nespoli, Pantaleone; Gómez Mármol, Félix; Ruipérez Valiente, José Antonio; Ingeniería de la Información y las Comunicaciones
The last years have been characterized by a worrying increase in cyber attacks and the lack of practical expertise in cybersecurity. Different cybersecurity simulators are emerging to promote hands-on cybersecurity training. However, these simulators often neglect learning analytics and gamification aspects that improve learning outcomes. This paper proposes a novel multimodal and adaptive gamification system that can be incorporated into cybersecurity simulators, and we exemplify its use via integration within a Cyber Range platform. This gamification system incorporates comprehensive learning analytics, including cybersecurity competencies and soft skills, such as stress management through Artificial Intelligence (AI) and biometric signals. Besides, the proposal contains an adaptive module to adjust the simulations to the student’s needs and game-based elements to promote the users’ motivation. Despite this innovative system could be applied to different simulators and contexts, it is specially designed to enhance the effectiveness of cybersecurity training for a safe cyberspace.
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A novel simulator model and standardized assessment tools for fine needle aspiration cytology training
(Wiley, 2018-11-25) Jiang, Xiaoyin Sara; Mohammed, Ahmed Abdelraheem Reda; Turic, Iva; Hernández-Sabater, Laura; Caballero-Alemán, Fuensanta; Párraga-Ramírez, Manuel José; Alcaraz Mateos, Eduardo; Poblet Martínez, Enrique; Oftalmología, Optometría, Otorrinolaringología y Anatomía Patológica
Objectives: Fine needle aspiration (FNA) is an invaluable diagnostic procedure for evaluation of lesions; however, acquisition of diagnostic material is dependent on the skill of the practitioner. We report a novel patient simulator for teaching the FNA procedure and structured assessment tools for educators and learners. Methods: We created a novel simulator model for FNA training, employed a standardized teaching module, and assessed procedure utility in medical students. Groups of students completed training using a commercial version of the model, and underwent structured evaluation using an Objective Structured Assessment of Technical Skills (OSATS) form, and the Debriefing Assessment for Simulation in Healthcare (DASH) tool. Results: In the initial phase, 178 students rated the training workshop between valuable and essential (4.2 on a 5-point Likert scale). In the second phase, for students evaluated with the OSATS form, the mean overall score was 33 out of 50 (range 26-43). The areas of weakness for the participants were: (a) compression after the FNA procedure, (b) completion of the informed consent, and (c) correct explanation of the procedure to the patient. For the group of students that completed the DASH questionnaire, the results were: 6.2 (assessment by students) and 6.7 (assessment by instructor) out of a maximum of 7. Conclusion: A realistic simulation model, in combination with a standardized training program with formal assessment methods is a valuable tool to teach FNA. We here describe a process for teaching the FNA procedure to interested educators and learners.
Open Access
A reasoned general explanation about the concepts of diffusion and reaction layers
(Springer Nature, 2023-10-25) Laborda Ochando, Eduardo; González Sánchez, Joaquín; Molina Gómez, Ángela; Química Física; Facultad de Química
The understanding of the implication of the transport of matter is fundamental in the teaching of heterogeneous charge transfers, which are the central element of the electrochemical science and technologies. Thus, even in the absence of intrinsic kinetic complications, the overall rate of such events is frequently conditioned by the mass transport and also by the occurrence of homogeneous coupled chemical reactions. Upon comprehending and accounting for these two effects, the emergent and widely-used concepts of the diffusion and reaction layers will be discussed and disentangled under potential-controlled conditions. First, some basic concepts about the transport of charged species in solution are recalled, in order to establish the experimental conditions under which diffusion-only transport can be considered. Under these premises, a fast electron transfer will be considered to introduce the concept of "diffusion layer", discussing its relationship with the time of the experiment and with the characteristics of the diffusive field that is strongly influenced by the geometry and size of the electrode considered. Next, fast electron transfer reactions ‘conditioned’ by homogeneous chemical reactions undergone by the reactant and/or the product of the redox couple will be analyzed. A historical introduction to the concept of "reaction layer" is carried out, pointing out its value in processes with chemical regeneration of the electroactive species and its non-negligible interplay with the mode of diffusion.
Open Access
A study on LIWC categories for opinion mining in Spanish reviews
(SAGE Publications, 2014-08-26) Salas Zárate, María del Pilar; López López, Estanislao; Valencia García, Rafael; Aussenac Gilles, Natalie; Almela, Ángela; Alor Hernández, Giner; Filología Inglesa
With the exponential growth of social media, that is, blogs and social networks, organizations and individual persons are increasingly using the number of reviews of these media for decision-making about a product or service. Opinion mining detects whether the emotions of an opinion expressed by a user on Web platforms in natural language are positive or negative. This paper presents extensive experiments to study the effectiveness of the classification of Spanish opinions in five categories: highly positive, highly negative, positive, negative and neutral, using the combination of the psychological and linguistic features of LIWC (Linguistic Inquiry and Word Count). LIWC is a text analysis software that enables the extraction of different psychological and linguistic features from natural language text. For this study, two corpora have been used, one about movies and one about technological products. Furthermore, we conducted a comparative assessment of the performance of various classification techniques, J48, SMO and BayesNet, using precision, recall and F-measure metrics. The findings revealed that the positive and negative categories provide better results than the other categories. Finally, experiments on both corpora indicated that SMO produces better results than BayesNet and J48 algorithms, obtaining an F-measure of 90.4 and 87.2% in each domain.
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A systematic review of psychological well-being interventions for child victims of school violence
(Elsevier, 2024-12-31) Cascales Martínez, Andrea; Pina, David; López López, Reyes; Puente López, Esteban; López Ros, Paloma; Molero, María del Mar; Pérez Fuentes, María del Carmen; Psiquiatría y Psicología Social
School violence is a serious social problem that affects many children and adolescents, with serious repercussions on their psychological well-being. In response to this situation, various prevention programs have been developed and implemented regardless of the role of the minor. Among the actions of greatest clinical and community interest are those focused on victims of bullying. The aim of this study is to analyze the interventions aimed at improving the psychological well-being of victims of school violence, as well as to describe the variables on which they intervene, and the results obtained. The methodology used was a systematic review following the PRISMA guidelines and the Cochrane Collaboration recommendations, exploring all the studies published until December 2023 in the main databases. Experimental, quasi-experimental or pre-experimental studies were included, with minors between 6 and 17 years old, victims of bullying. On the other hand, studies where the population was diagnosed with developmental disorders or where the sample size in the posttest was less than 10 participants were excluded. The search yielded 40,120 articles, of which 39 were finally included in this review. Most studies reported that the intervention improved outcomes for victims, with half of them reporting effect sizes. Generally, psychoeducational interventions were described, with the cognitive-behavioral approach predominating as the most effective. The set of interventions collected provides researchers and professionals with evidence of empirically supported techniques that can be used in future interventions with children involved in school violence situations.
Open Access
Active teachers’ perceptions on the most suitable resources for teaching history
(Springer Nature, 2021-03-04) Guerrero Romera, Catalina; Sánchez Ibáñez, Raquel; Escribano Miralles, Ainoa; Vivas Moreno, Verónica; Didáctica de las Ciencias Matemáticas y Sociales
The objective of this article is to analyze teachers’ assessment of various resources used to teach history. The research methodology is of a quantitative nature with a non-experimental design using a questionnaire with a Likert scale. The non-probabilistic sample comprises 332 history teachers in Primary and Secondary Education in Spain. The analyses carried out are descriptive and inferential. The results indicate that the surveyed teachers value better the resources that imply a greater involvement of the students in the teaching of history and therefore more active methodologies. Specifically, the most valued resources were heritage, artistic productions and museums and, the least valued, video games, textbooks, and applications of historical content for mobile devices and tablets. The study concludes that heritage is a growing educational resource among teachers and shows that teachers are moving away from their perception of resources, which involve a more traditional methodology of teaching history.
Open Access
Adaptación y validación del Cuestionario de Actitudes hacia la Violencia (CAHV) en una muestra de adolescentes de Perú
(Universidad de Vigo, 2024-11-04) Pina, David; Montes Iturrizaga, Iván; Franco Chalco, Eduardo; Zeladita Huamán, Jhon Alex; Puente López, Esteban; Cascales Martínez, Andrea; Psiquiatría y Psicología Social
Las actitudes hacia la violencia son un factor predictor del comportamiento violento en el contexto escolar. El Cuestionario de Actitudes Hacia la Violencia (CAHV) es uno de los instrumentos de evaluación más utilizados en este contexto. El objetivo principal del presente estudio fue la adaptación y validación del cuestionario (CAHV) a adolescentes peruanos. La muestra estuvo compuesta por 643 estudiantes de educación básica de Lima Metropolitana, Perú (M = 12,8; DT=1,32, rango: 11-16, 54,9% hombres) obtenida mediante muestreo no probabilístico. Se analizó la estructura interna y factorial, así como la invarianza según el sexo. Finalmente, se obtuvo un modelo unidimensional para cada una de las 4 escalas, con 5 ítems cada una. Se obtuvieron adecuados índices de ajuste y valores adecuados de consistencia interna (α = ,748-,782). Los resultados obtenidos señalan que el CAHV es un instrumento útil, fiable y válido, con adecuadas propiedades psicométricas para evaluar las actitudes hacia la violencia en adolescentes peruanos escolarizados.
Open Access
Adherence to mediterranean diet related with physical fitness and physical activity in schoolchildren aged 6–13
(MDPI, 2020-02-22) López-Gil, José Francisco; Brazo-Sayavera, Javier; García-Hermoso, Antonio; Yuste Lucas, Juan Luis; Actividad Física y Deporte; Expresión Plástica, Musical y Dinámica
The relationship between adherence to the Mediterranean Diet (MD) and both physical fitness (PF) and physical activity (PA) level has been analysed in several studies. The aim of this research was to describe, compare and analyse the level of PF and PA in schoolchildren aged 6–13 in the Region of Murcia, according to adherence to the MD. A descriptive and cross-sectional study was performed. A total of 370 schoolchildren (44.9% girls) aged 6–13 (8.7 ± 1.8) from six primary schools in the Region of Murcia (Spain). Mediterranean Diet Quality Index for children and teenagers (KIDMED) was used to determinate the adherence to the MD. The ALPHA-FIT Test Battery was applied for assess body composition and PF. PA level was determined using Physical Activity Questionnaire for Older Children (PAQ-C). Only 25.9% of the schoolchildren had optimal adherence to the MD. Regarding the scores of the different PF tests in MD groups, only statistically significant differences were found for cardiorespiratory fitness (CRF) (p = 0.048) in boys. PA level showed statistically significant differences in both boys (p = 0.040) and girls (p = 0.016). A positive relationship was found between the KIDMED and PA level (p = 0.235). A higher probability of having a greater CRF (OR = 1.17; CI = 1.02–1.34) and PA level (OR = 7.84; CI = 2.84–21.60) was found in high MD group. These results suggest that an optimal adherence to the MD is associated with higher CRF and PA level in the selected schoolchildren.
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Afectividad ante la comisión de errores en Matemáticas en profesores en formación de doble titulación y postgrado
(Dykinson, 2023) García Manrubia, María Belén; Méndez Mateo, Inmaculada; García Montalbán, Jaime; Didáctica de las Ciencias Matemáticas y Sociales; Facultad de Educación
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Affectivity concerning the commission of errors in mathematics in trainee teachers studying double degrees
(Nova Science Publishers, 2024-06-24) Jaime Garcia-Mointalban; García Manrubia, María Belén; Méndez Mateo, Inmaculada; Didáctica de las Ciencias Matemáticas y Sociales; Facultad de Educación
The commission of errors is present in the learning processes of university students who aspire to become Primary Education and Early Childhood Education teachers. These errors can have detrimental effects on their learning experiences, potentially influencing their future professional development. This issue is especially relevant in the subject of mathematics, where the emotional component plays a relevant role in the attitudes towards mathematics of these students. This study involved 85 participants who were administered the Ibarra-González and Eccius-Wellman instruments to measure affectivity in relation to making errors in mathematics. This instrument consists of 32 items, each assessed according to a Likert-type scale (1-5). The participants belonged to the Double Degree in Primary Education and Early Childhood Education (39 participants, 52.4%) and the Double Degree in Primary Education, with mention in Physical Education and Physical Activity and Sports Sciences- CAFD- (43 participants, 47.6%). The results revealed significant differences among the students of these two double degree programs in terms of the following factors: "misconception of the usefulness of errors," "favorable behaviors towards errors as a learning tool," and "negative emotions and affections for making errors". Therefore, the need arises to study how the nature of the double degree they are studying affects them and check the influence of Early Childhood Education skills on their training.
Open Access
Ahora que se habla de cambios... Una propuesta para desarrollar la Didáctica de las Ciencias Experimentales en la formación inicial de maestros y maestras de Primaria
(Universidad de Cadiz, 2024-10-03) Antonio de Pro Bueno; Didáctica de las Ciencias Experimentales; Facultad de Educación
Cada etapa del desarrollo profesional de los docentes debe tener presente, por lo menos, las necesidades más inmediatas que derivan del correspondiente ejercicio profesional. Así, si nos situamos en la etapa de la formación inicial, deberíamos tener presentes, como mínimo, las necesidades de los futuros maestros y maestras cuando realicen las Prácticas de Enseñanza (PE). Por ello, analizamos los Planes de Prácticas de 16 universidades españolas e identificamos los contenidos de Ciencias que se trabajan en las aulas de Educación Primaria y las actividades que los futuros maestros deben realizar en dicha materia. A partir de este análisis, se plantea cómo se debería enfocar la Didáctica de las Ciencias Experimentales en el Grado correspondiente.
Open Access
Alfabetización mediática e informacional en jóvenes: una propuesta para estudiantes de Secundaria
(Dykinson, S.L., 2026) Rebeca María Escribano Guillamón; Escribano Guillamón, Rebeca María; Comunicación; Santiago Mayorga Escalada; Facultades de la UMU::Facultad de Comunicación y Documentación
Open Access
Alfabetización mediática y bienestar emocional en nuestro alumnado
(Dykinson, 2025) Navarro Pérez, Margarita; Filología Inglesa; Aznar Díaz, Inmaculada; Lara Lara, Fernando; Santos Villalba, María Jesús; Campos Soto, María Natalia; Facultades de la UMU::Facultad de Letras
En el contexto de la actual era digital, caracterizada por la sobreexposición a información mediada por tecnologías y redes sociales, la educación se enfrenta al reto de formar estudiantes críticos y conscientes. Si bien la integración de herramientas digitales ofrece importantes oportunidades educativas, también conlleva riesgos asociados a la desinformación y a contenidos potencialmente perjudiciales. En este marco, la Alfabetización Mediática y de la Información (AMI) se presenta como una respuesta educativa clave para fomentar el pensamiento crítico y capacitar al alumnado para analizar, evaluar y cuestionar la información procedente de los medios digitales. El capítulo defiende la enseñanza de lenguas extranjeras como un contexto idóneo para la integración de la AMI, debido a la diversidad de contenidos y al potencial de esta área para el debate, la reflexión y el diálogo en el aula. A partir de una experiencia desarrollada en la asignatura Lengua y Cultura del Grado en Educación Primaria en la Universidad de Castilla-La Mancha, se explora la incorporación de la AMI en la enseñanza del inglés mediante metodologías innovadoras y dinámicas de trabajo cooperativo. Tomando como base esta experiencia y las recomendaciones de la literatura científica, el capítulo propone una serie de estrategias didácticas para integrar la AMI en el aula de lenguas extranjeras. Estas estrategias persiguen un doble objetivo: enriquecer el aprendizaje lingüístico mediante el desarrollo del pensamiento crítico y promover el bienestar y la salud mental del alumnado a través de una relación más reflexiva y consciente con los medios digitales.
Open Access
Análise do pensamento histórico na prova do ENEM (1998 - 2023)
(Centro de Investigação em Educação, 2025-11-10) Chaparro-Sainz, Álvaro; Monteagudo Fernández, José; Gehrke, Rosangela; Fernández Rodríguez, Lucía; Didáctica de las Ciencias Matemáticas y Sociales
O estudo trata da evolução do ensino de história, destacando a introdução de novas abordagens metodológicas focadas no “pensamento histórico” e na “consciência histórica”. No Brasil, o Exame Nacional do Ensino Médio (ENEM), criado em 1998, desempenha um papel central no acesso à educação superior e foi progressivamente reformulado para integrar temas interdisciplinares e avaliar habilidades cognitivas. O estudo analisou as questões históricas do ENEM de 1998 a 2023, com foco no desenvolvimento de habilidades do pensamento histórico. A pesquisa utilizou métodos quantitativos e qualitativos para analisar 434 questões históricas. Os resultados mostraram que a maioria das questões exige habilidades cognitivas básicas, com 94,4% das questões exigindo apenas leitura e memorização, enquanto apenas 5,4% exigem análise mais profunda. As questões abordam predominantemente temas de história política e social, com ênfase no século XX e questões contemporâneas, como democracia, direitos e escravidão. O uso de textos é dominante nas questões, enquanto gráficos e imagens são menos frequentes. Da mesma forma, o exame ENEM destaca-se por incluir questões socialmente relevantes e uma abordagem inclusiva. Após as análises, foi possível concluir que o ENEM tem evoluído, mas ainda prioriza conceitos históricos básicos e questões expositivas. O estudo apontou que o Brasil está mais avançado do que outros países na avaliação do pensamento histórico, mas ainda há espaço para melhorias, especialmente na análise das questões e no alinhamento com as práticas pedagógicas e facilitando o aprendizado e a avaliação do pensamento histórico no Brasil. ---------------
Open Access
Análisis bibliométrico de estudios relacionados con la educación musical en Educación Infantil
(Universidad de Castilla-La Mancha, 2025-01-01) Sánchez-Marroquí, Judith; Vicente Nicolás, Gregorio; Expresión Plástica, Musical y Dinámica; Facultad de Educación
El presente trabajo pretende cuantificar la producción científica referente a la educación musical en Educación Infantil. La muestra está delimitada por los artículos publicados en Web of Science y Scopus entre 2000 y 2023, lo que supone un total de 670 artículos, 343 revistas, 11045 referencias, 1362 autores y 1769 palabras clave. El método es cuantitativo y entre las técnicas utilizadas destaca el análisis de citaciones, co-citaciones, co-ocurrencias y mapeo científico. Los resultados muestran: un crecimiento exponencial de estudios sobre esta temática; la relevancia de España en este contexto, pues se sitúa como segundo país con mayor productividad científica; y la pertenencia de los artículos más citados con el ámbito de la psicología, aunque las que publican más artículos pertenecen al ámbito de la educación musical. Por último, se advierte la existencia de tres grandes temáticas investigadas: musicoterapia/educación especial; desarrollo psicológico y aprendizaje; y metodología musical, formación, tecnología y creatividad.
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Análisis de la escolarización del alumnado con necesidades educativas especiales en la Región de Murcia: un estudio documental
(Octaedro, 2025-05) Cánovas-López, Andrea; García Manrubia, María Belén; Caballero García, Carmen María; López Delgado, Adrián; Didáctica de las Ciencias Matemáticas y Sociales; Facultades de la UMU::Facultad de Educación
La LOMLOE (2020) establece que el sistema educativo español debe dirigir esfuerzos hacia el derecho de todo el alumnado a una educación inclusiva. Esto supone un proceso de transformación sistémico en el que interviene el emplazamiento y la modalidad de escolarización del alumnado. Así, este estudio pretende conocer: si en la Región de Murcia se ha producido una variación en la política de escolarización del alumnado, y las características psicopedagógicas del alumnado escolarizado en modalidades especiales. Para ello, se realizó una revisión documental en el portal de estadística no universitaria del Ministerio de Educación, Formación Profesional y Deportes de España (MEFP) y en el portal de estadística de la Región de Murcia (CREM), empleando una metodología basada en técnicas cuantitativas. Para el segundo objetivo, se realizó un proceso deductivo a partir de la normativa vigente. Los resultados mostraron un incremento en el total de estudiantes no universitarios en los centros en el periodo estudiado, resaltando una variación más acentuada en el alumnado escolarizado en modalidades especiales (205,7 %). Además, mostraron que el foco de la escolarización en emplazamientos ordinarios era diferente en función del tipo de necesidad educativa especial. Se concluye que ha aumentado el número de alumnos escolarizados en modalidades especiales.
Open Access
Análisis de la idoneidad del microrrelato en la divulgación científica
( Universidad Complutense de Madrid, 2023-09-18) Roca Marín, Delfina; Pardo Quiles, Verónica; Comunicación; Facultades de la UMU::Facultad de Comunicación y Documentación
La divulgación científica precisa de instrumentos para hacer llegar la ciencia a la sociedad de manera accesible y atractiva. Con el auge de las nuevas tecnologías, el abanico de medios para lograr este fin es amplio, pero un género como el microrrelato cobra importancia en un mundo de inmediatez. A través del estudio del discurso divulgativo de una muestra de microrrelatos se valora, mediante una selección de criterios establecidos con anterioridad por académicos expertos en la materia y otra suma importante fijados por las autoras de este artículo, la idoneidad de este instrumento para divulgar. La mayoría de microrrelatos científicos siguen los principios básicos de este género. Sin embargo, hay determinadas características relacionadas con los rasgos divulgativos de los mismos que podrían mejorarse. Se presenta un modelo de microrrelato científico adecuado para la divulgación científica. Se concluye que el microrrelato es un formato idóneo para la labor de divulgar.
Open Access
Análisis de las competencias de pensamiento histórico y niveles cognitivos en los manuales de Historia de Bachillerato españoles e ingleses
(Universidad de Oviedo, 2025-09-26) Campillo Ferrer, José María; Sánchez Ibáñez, Raquel; Castro-Fernández, Belén; Didáctica de las Ciencias Matemáticas y Sociales
El fortalecimiento de las competencias básicas en la actual legislación española e inglesa ha supuesto un estímulo, para el diseño de libros de texto más adaptados a las necesidades educativas del alumnado. En este estudio se han examinado qué competencias históricas están más presentes en los manuales españoles e ingleses de 1.º de Bachillerato y el nivel cognitivo asociado a las actividades analizadas. Para este fin, se ha diseñado una rúbrica para la evaluación de competencias históricas (RECH), con la que cotejar el número de competencias básicas identificado, así como el nivel cognitivo asociado a cada una de ellas. El cotejo de las 3214 actividades examinadas refleja un tratamiento más exhaustivo de la evidencia histórica, tanto en los manuales españoles como en los ingleses. En términos cognitivos, los libros de texto muestran un nivel de desarrollo intermedio en ambos países. Se concluye que existe margen para mejorar tanto la presencia y distribución de las competencias históricas identificadas, como los niveles cognitivos asociados en los manuales de Bachillerato españoles e ingleses.