La Revista Pensadero: Conocimiento Docente recoge prácticas educativas de docentes, equipos docentes y centros educativos de todos los niveles, de Infantil a Universidad, que han pasado por un proceso de sistematización, observación, discusión y valoración de su impacto educativo. Asimismo, admite artículos de investigación vinculados a la aclaración de la práctica educativa, casos educativos con evidencias prácticas y científicas que fomenten la reflexión docente, recensiones de libros sobre la enseñanza y la práctica docente y revisiones que resuman evidencias disponibles para la educación escolar.
Las obras que se publican en esta revista están sujetas a los siguientes términos: 1. La Fundación Promaestro (editora de la Revista Pensadero: Conocimiento Docente) mantiene los derechos patrimoniales de las obras publicadas y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el siguiente punto. 2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International (CC BY-NC-ND 4.0). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
In this third volume of Revista Pensadero, we have compiled texts that we believe will be of particular interest to secondary, high school and university teachers, as well as to students of teacher training programmes and Master's programmes in teacher training (however, Pensadero covers all educational levels). Undoubtedly, the volume's Mexican heritage will be of particular interest: three of the five articles on systematized practices have crossed the Atlantic to reach us here... (Excerpt from the presentation: What We Believe in).
Copyright (c) 2025 Ignacio Sánchez Hernández https://creativecommons.org/licenses/by-nc-nd/4.0
This book clarifies why social change can result in both successes and failures. It explains how, as our country improved in many areas, it penalised our students to a certain extent. Conversely, it is an optimistic publication. It is not merely a matter of identifying the underlying causes; it is also about determining the most effective strategies and the most suitable personnel to assist us in achieving the desired outcomes for our educational institutions. Our future depends on it.
Copyright (c) 2025 Daniel Leralta Garcia https://creativecommons.org/licenses/by-nc-nd/4.0
This work was inspired by the "Art Thinking " (2017) of María Acaso and Clara Megías and is presented as an innovative educational practice that has been developed since the 2022 school year and is currently being successfully implemented in classrooms. The purpose is to transform the educational context and encourage new, meaningful learning challenges for students at Telesecundaria 31 and 204 in San Juan de la Vega and Tenería del Santuario, respectively, located in Celaya, Guanajuato, Mexico. The aim is to propose a new approach that includes art as an innovative, motivating, and engaging strategy that awakens interest, a capacity for wonder, a passion for work, stimulates daily attendance, creativity, and divergent thinking, and demonstrates critical and creative thinking. This practical exercise demonstrates how the Art Thinking methodology allows for the use of visual, literary, performing, and digital arts as a key tool for connecting theoretical and practical knowledge while simultaneously addressing content from a playful and artistic perspective. It redesigns the traditional context and offers engaging learning experiences for students in the educational community.
Copyright (c) 2025 Martha Leticia Lozano Cañada https://creativecommons.org/licenses/by-nc-nd/4.0
Critical Thinking as a strategy for improvement in the area of Mathematics
Given the need to raise performance levels in the area of mathematics and Spanish, Technical High School # 28 takes actions to design a strategy to improve results at the beginning of the 2021-2022 school year and subsequent years; these results had the school identified by its low performance based on standardized assessments applied by the Ministry of Education. After the identification of the needs, a work strategy has been designed to be implemented with the students, which focuses on the work of critical thinking in the subject of mathematics as an instrument for the improvement of results. Throughout the article, the educational proposal of this practice will be presented, what the strategy consists of and how it has been implemented. Likewise, a comparison is presented between the results obtained since the beginning of the practice, taking into account the final results and comparing them with those obtained in the diagnosis.
Copyright (c) 2025 Francisco de Jesús Soto Huizar https://creativecommons.org/licenses/by-nc-nd/4.0
In this paper, a multidisciplinary analysis about bullying takes place, following a historical approach of the concept from its inventor, the psychologist Dan A. Olweus, to its actual state in disciplines like anthropology, sociology, and psychology of education. This has been made trying to address the forms of definition of this phenomenon and the implications at the level of the discourse which these definitions imply. Thus, an update is done of the state of the matter, in scientific literature as well as legal ―education laws, Spanish normative, overall― and a review of pioneer initiatives, focusing on KiVa and Bizikasi, both active in the Basque Country. Subsidiarily, other narratives inherent to initiatives and groups like LAECOVI and the Argentinian Observatory for School Violence, have been analyzed. I strongly ask myself about the socioeconomic implications surrounding the bullying fact and the apprehension of the phenomenon as a violent fact. I also propose as a challenge for future research the need for a study about inequality as a predictive variable of scholar violence, and a redefinition of the bullying concept considering environments injured by direct violence. In this sense, I manage to question the privileged origin of the concept of bullying.
Artículos de investigación y evidencias educativas
Copyright (c) 2025 Marina Aguilar Salinas https://creativecommons.org/licenses/by-nc-nd/4.0
Personal and contextual factors in the intention to drop out of university
This study aims to identify the characteristics of university students who have considered leaving their studies compared to those who have not. A quantitative methodology was used, employing an ex post facto design with a sample of 463 students from various fields of study at a Madrid-based university. The results showed that factors such as academic self-efficacy, academic satisfaction, and sense of belonging to the university determine dropout intention. Students with dropout intentions scored significantly lower in these dimensions compared to their peers without such intentions. Additionally, significant differences were found between fields of study, with Engineering students reporting a higher likelihood of dropping out. The most frequent reasons for dropout intention include academic demands, disinterest in the degree content, and the desire to switch to another program, reflecting the importance of aligning academic expectations with university experience. On the other hand, no significant differences were found regarding sociodemographic variables such as gender and age. These findings suggest that intrapersonal and contextual factors, especially those related to academic experience and the university environment, play a key role in dropout intention. The implications for educational practice include implementing personalized support programs that foster self-efficacy, improve academic performance, and enhance the sense of belonging to the university.
Copyright (c) 2025 Isabel Muñoz San Roque, Gonzalo Aza Blanc, Marta Hernández Arriaza https://creativecommons.org/licenses/by-nc-nd/4.0
Bioethical conflicts to work on argumentation through the use of socioscientific controversies in 11th grade
Bioethics is part of socio-scientific controversies in health such as the use of animals and human beings in experimentation with new drugs. Besides, the use of controversies is very useful for students’ development of argumentation skills. However, there are hardly any examples of teaching sequences that integrate both. Starting from this situation, two objectives are formulated: to analyze the quality of the initial argument of 45 11th grade students about the possibility of authorizing the participation of a family member in an experimental study to stop their degenerative disease. From the difficulties encountered in students’ argumentation, a didactic sequence is designed to improve their argumentative competence. The results regarding their initial arguments show differences among the type and number of dimensions used to justify their decision, with the personal dimension predominating over others such as the scientific one. Furthermore, a smaller number of refutations than conclusions are presented, and the number of combinations among dimensions is small. These results, together with the literature on students’ development of argumentative skills, serve as a basis for the design of a teaching sequence of six activities, including an initial ad a final evaluation, that presents learning situation focused on bioethical health dilemmas, working, at the same time, on the evaluations of the assessment the strength of an argument, based on the available data or its construction.
Copyright (c) 2025 Sergio Calavia Lombardo, Beatriz Mazas Gil, Beatriz Bravo Torija https://creativecommons.org/licenses/by-nc-nd/4.0
The teaching sense and a three-headed monkey
Quien se dedica a la enseñanza desarrolla una habilidad especial para probar, detectar y remendar. Una habilidad o un sentido docente, que no es un sentido común. En rigor, tampoco es una cualidad inherente al profesorado –del mismo modo que utilizar los intermitentes no es algo que todos los conductores hagan– así que digamos, simplemente, que quien está todos los días en clase rodeado de niños, niñas y adolescentes se halla en mejores condiciones para desarrollar su sentido docente. Es el sentido que te empuja a introducir pequeños cambios y mejoras en tus clases; el sentido que te ayuda a distinguir, cuando toca, entre lo que tus estudiantes quieren y lo que tus estudiantes necesitan; el sentido que te permite ver el futuro: unos títeres en un cartón de leche o un huerto en un rincón abandonado del patio... Los profesores y profesoras que han perfeccionado este sentido son como los protagonistas de una aventura gráfica...
Copyright (c) 2024 Ignacio Sánchez Hernández https://creativecommons.org/licenses/by-nc-nd/4.0
Scientific inquiry has been recognized as one of the main scientific practices, although the implementation of inquiry-based learning for preservice-teachers is complex. For this reason, this work describes an Inquiry-based Teaching sequence that engages future teachers in designing inquiry activities, considering their starting point and their evolution throughout the sequence. In addition, the difficulties and limitations encountered by the preservice teachers are also identified. This sequence is carried out by 20 students in the subject of Learning and Teaching of Biology and Geology in the Master of Teacher Training. The results show that although the teachers get to design guided inquiry activities, they show problems to define a question to be investigated for their students and to establish the guide that they must provide to their students to carry count their resolution process. The implications of these results for teacher education are discussed in the conclusions.
Copyright (c) 2025 Beatriz Bravo Torija https://creativecommons.org/licenses/by-nc-nd/4.0
The social perception of our educational reality, especially with regard to younger generations (their knowledge and skills, social ways and behaviour, discipline, tendency to effort, etc.) is frequently placed in a pessimistic position that points towards social decline and the dire future. However, looking back and scrutinizing history from a scientific perspective, as well as an analysis of the available data beyond this discouraging story, can show us a more prosaic reality. A reality that is configured into a traceable constant as far as written records reach. Youth is, in essence, as it has always been. The distorted image of our present that is projected responds to a series of cognitive biases well studied in scientific literature, among which nostalgic retrospective stands out. This understandable and radically human perception draws a mythological image of the past, especially the most recent one, plausible but incorrect. As an ultimate result, a response of moral panic is unleashed that closes the circle and feeds back into the system. In order to perform effectively and efficiently in socio-educational realities, it is necessary to seek higher levels of objectivity, taking a certain distance and assuming that our present is not, perhaps, as rosy as we would like, but not as black as it is regularly portrayed.
Copyright (c) 2024 Fátima Mª García Doval https://creativecommons.org/licenses/by-nc-nd/4.0
University students and Sustainable Development Goals in the face of emerging problems
The educational practice that concerns us responds to the call made by the University of Guadalajara to generate immersion processes of active pedagogies within the framework of the paradigm focused on student learning. This practice, in addition to sharing pedagogical experience, supports its reason for being in the dissemination of the 2030 Agenda and the training of university students as promoters of the Sustainable Development Goals (SDGs) and key actors in addressing the central axes: planet, people, prosperity, peace and alliances. The process is described in six moments correlated with the levels of Bloom's Taxonomy applied from the active flipped classroom pedagogy. During the implementation of this practice, an observation process was carried out through instruments that made it possible to identify achievements and areas of opportunity in the design and effectiveness of the educational practice. Among the educational advantages identified, it is deduced that the application of didactic planning with a flipped classroom approach and correlated with Bloom's Taxonomy has positive effects on addressing topics for the comprehensive training of students.
Copyright (c) 2025 Ana Gabriela Díaz Castillo, César González https://creativecommons.org/licenses/by-nc-nd/4.0
This writing is the theoretical correlate of an educational practice that has been carried out for almost 5 (five) years, in a non-conventional classroom environment, that is, through non-formal teaching. This practice, in the form of workshops, is carried out by boys, girls and young people who seek to respond to a need for connection with a different environment “nature”; of fathers and mothers who showed and still show improvements in the behavior and learning of their sons and daughters. Where the sensory senses are the central and invisible protagonists of each practice. In these workshops, unique educational moments in oral, writing and science are experienced, together with those who guide the learning process. Where careful observation and analysis of situations are combined with taking risks and challenges, which allows us to review behaviors and ways of facing different situations, in themselves, with others, towards others and with those who guide the practices.
Copyright (c) 2024 Sonia Peirone, Susana Di Marco https://creativecommons.org/licenses/by-nc-nd/4.0
The following practice consists of working on a primary document by applying economic concepts covered in class and receiving facilitative feedback. The goal is for students to revisit their work through a complex task, such as applying and relating concepts learned in class to documents that do not inherently have a pedagogical or "adapted" focus. From two selectable documents, students choose one and must respond to a series of closed or open-ended questions. The submission must be handwritten, photographed, and sent in PDF format through the virtual classroom. Following this initial submission, the teacher provides a qualitative formative correction allowing specific points needing further work to be reformulated. It involves facilitative feedback, focusing on concepts that need more attention, but not providing the answers to the students. Within one week, a second submission is required, addressing only the points that need revision. Once the second submission is corrected, the work will be graded.
Copyright (c) 2024 Raúl Sánchez García https://creativecommons.org/licenses/by-nc-nd/4.0
The Educational Project "Go for it all" is an initiative of the Juan XXIII-Chana Private Teaching Center in Granada, Spain, which seeks to address the lack of motivation and disruptive behavior of students. The program offers a personalized approach for students who have a lack of motivation to study, disruptive behaviors, lack of a life project, and through which we provide them with study techniques and strategies, tools for emotional well-being and the creation of a life project. life. The goal is to help students find their motivation and purpose in life, and thus improve their academic performance and behavior in the classroom. The project focuses on quality comprehensive education, and adapts to the needs of each student through a personalized approach. The educational practice "Go for it all" is an effective way to address these problems and help students achieve its maximum potential.
Copyright (c) 2024 Víctor Molinero Barranco https://creativecommons.org/licenses/by-nc-nd/4.0
The Reading Progression Circle is a program based on neuroscience that aims to promote linguistic and reading-writing competence and also promote a love of reading in students from 3rd to 6th grade of Primary School. The program follows a strategic line of development of the abilities, capacities and skills of all students, supported by clear scientific evidence derived from studies on the development and impact of reading on the brain, the improvement of reading comprehension and techniques, such as cooperative learning dynamics (peer reading), the introduction of a playful component or strategies that promote metacognition, interpretation and making inferences, which work in educational practice. The teaching-learning process is based on an approach that respects neurodiversity, involving all members of the educational community to achieve its optimization and achievement. The aim is that each student feels motivated to read and that the circle generates the necessary confidence to want to continue learning and improving their reading comprehension and autonomy and written expression.
Copyright (c) 2024 Susana Alba Guerra https://creativecommons.org/licenses/by-nc-nd/4.0
The imperative of innovation in the educational context is a fact that can be verified from supranational and national educational policy and at all levels and stages, from compulsory education to higher university studies. This article is situated in the current innovation context, specifically within the university education framework for future teachers. Its objective is to answer the question of whether there are better ways to innovate at the university, having as a premise that recovering (renewing, making new ones) the missions of the university is what would help the most to improve the institution and the training of those who They are formed in it, as intellectuals open to the totality of reality and the big questions. We offer a pedagogical proposal on how to renew the university with the pedagogical resource of cinema as a privileged link between university subjects and the cultural world, helping future teachers to ask themselves better questions and think better about the educational context. We detail the pedagogical performance of the film Whiplash around the debates of demand and excellence in the academic world. Innovation (and success) in the university classroom draws from the dynamism of the teacher's intellectual life, and certain audiovisual activities can provoke and renew it.
Copyright (c) 2024 Tania Alonso , David Reyero https://creativecommons.org/licenses/by-nc-nd/4.0
The Modeling and examples as a way to improve students' writing
High school students often face more challenges in expressing what they know in writing than with the content itself. This article presents a practical proposal based on the analysis of exemplary responses, where excerpts from these responses are selected, projected, and dissected to guide students in crafting robust answers. It emphasizes the importance of students developing observation tools and rubrics to assess their work and promote self-evaluation. Positive outcomes, such as improved written expression among students, are highlighted, along with challenges, including student motivation and the need to involve everyone in the process. In summary, the article addresses the significance of writing in education and introduces an effective practice to enhance students' written expression in Biology, with the potential for future extension to other educational levels.
Copyright (c) 2024 Juan G. Fernández Fernández https://creativecommons.org/licenses/by-nc-nd/4.0
Review: Queer Pedagogies: Do we risk doing another education?, by Mercedes Sánchez
The review is based on the book Queer Pedagogies: Do we risk doing another education?, by Mercedes Sánchez, a Spanish activist and teacher. In this book, the author analyzes the situation of the current educational system, questioning the discourses and institutionalized practices around identities and diversity. According to Sánchez, the school replicates and supports the different practices of exclusion and discrimination that are present in society, promoting and validating homophobia, classism, racism, ableism, ethnocentrism, and excluding everyone who is outside the hegemonic social values. However, it also states schools can be transformative spaces that enable other realities and knowledge. Based on this idea, the author’s objective is to provide a set of guidelines or key ideas for teachers at any educational stage to put queer pedagogies into practice. With this purpose, it develops ideas around key elements of the educational system such as educational policies, teacher training, the school curriculum, textbooks, the organization of school spaces and the role of teachers. On these different topics, the author combines theoretical notes, reflective questions, strategies and practical exercises that, together, provide teachers with knowledge and resources for the application of queer pedagogies in their classroom and school.
Copyright (c) 2024 Fiorella López López https://creativecommons.org/licenses/by-nc-nd/4.0
Los buenos profesores andan solos. Enseñan solos, se forman solos, preparan sus clases solos, programan solos, evalúan solos, se estudian las nuevas leyes solos, se reúnen con las familias solos, gestionan los conflictos solos, motivan a sus estudiantes solos y se motivan a sí mismos solos. También leen revistas educativas solos y reflexionan sobre su práctica solos. Incluso en aquello que exige cierto nivel de trabajo en equipo y de coordinación -como planificar las salidas escolares, organizar exhibiciones deportivas o crear un plan digital, por ejemplo- los buenos y afortunados docentes a los que se les encomienda la tarea se sienten solos. Cómo no sentirse solos si es que son ellos, los buenos maestros, las buenas maestras, quienes...
Copyright (c) 2023 Ignacio Sánchez Hernández https://creativecommons.org/licenses/by-nc-nd/4.0
How can educators benefit from the cognitive science revolution?
Copyright (c) 2023 María de la Torre Barranco https://creativecommons.org/licenses/by-nc-nd/4.0
Curricular Areas in Spanish Secondary Education
The organisation of the curriculum by areas in Spanish ESO has been present in legislation and educational practice since 1991, but it has been the latest legal reform that has given a decisive boost to its implementation in the first three years of ESO. Even so, there is not yet a sufficient body of research on this mode of curricular organisation. This article analyses the description of the areas in the current and repealed Spanish legislation, paying special attention to the singular case of the Valencia Region, proposes a new conceptualisation for research and presents two school experiences of curricular organisation by areas. It also argues in favour of areas as the principle of the future curriculum in Spanish ESO.
: integrated curriculum, course organization, interdisciplinarity, curriculum designed
Copyright (c) 2023 Jorge Úbeda Gómez https://creativecommons.org/licenses/by-nc-nd/4.0
Philosophy class as a practical activity: from connection to critical attitude.
This systematized educational practice paper collects different practical views in order to transform the class of Philosophy in an actual practice of philosophizing. By doing so, it rejects a more passive and merely theoretical reception of this subject. This systematized educational practice works on a series of steps. First, it opens the question of what norms should a class have, as the Positive Discipline proposes. This step aims to create a consideration on the individual and social implications of our actions. Second, it looks for the setting-up of the class as a Community of Inquiry, in which knowledge is created through the interaction among its members. Finally, it proposes an approximation to Philosophy in which this subject must provide students with a set of abilities, that are going to be used throughout the entire course and are going to be very helpful in order to help achieving a critical and active thinking in students.
Copyright (c) 2023 Guillermo García Ureña https://creativecommons.org/licenses/by-nc-nd/4.0
Don't give up: a Service-Learning experience to fight early school leaving
'Don't give up' is a pilot project of Service-Learning developed during the present school year 2021-2022 in the public secondary school Tomás de Iriarte, in Santa Cruz de Tenerife, leaded by the initiative of the Department of Philosophy. More than 120 people have been engaged in the project, belonging to different seondary and adult education groups. One is the basis which enables to create the present teaching practice: knowledge and experiencie of the adult students may be advantageous to prevent secondary education students from early school leaving. The dropout rate rises high numbers in the Ofra-Costa Sur district where the school is based, turning into a chronic problem within the neigbourhood. Our teaching experience aims to offer an altermative response to this perceived problem through the implementation of the Service-Learnimg methodology in order to weave a network against early school leaving which impacts on teenage students as the time it strengthens communicative, social and citizenship competences of the adult learners who have taken back their superior studies.
Copyright (c) 2023 Isabel Barandiarán https://creativecommons.org/licenses/by-nc-nd/4.0
Expulsions of High School students (ESO in Spain) from their schools is one of the main causes of school failure in the Community of Madrid. To reverse this situation, a coexistence classroom is presented as a suggestion, like an efficient and uncomplicated alternative to enforce, likeness to others already functioning, like the one in IES Porta Alta in Málaga. A coexistence classroom is indeed intended as a key aspect to set up a safe space of dialogue and tolerance in which the students could think over their attitudes and cope with the diverse situations that could happen in an educational environment.
Copyright (c) 2023 María Victoria Seoane Rodicio, Massiel Reyes Castro https://creativecommons.org/licenses/by-nc-nd/4.0
Our students are besieged by the word “crisis”. We realized this when we asked them, in an oral presentation at the beginning of the course, how they imagined the year 2040. Two 3rd grade Spanish Language teachers decided to address the lack of hope that this generates in them. We turned to oral competence, usually secondary in our teaching, and guided the process of elaborating a TED-talk; its topic: an initiative, person or institution that generates hope. The steps were: definition of hope, choice of initiative, search for sources and research, elaboration and delivery of drafts, presentation to the class. In addition to the positive assessment by the three groups where it was carried out, most of the students, and significantly those with ADHD, obtained a higher grade than in the exams. We raise two main issues to be debated: the scarce relevance that the oral competence keeps receiving in our lessons, despite its pedagogical potential and its omnipresence in today’sworld; and the need for the sholar institution to take a stance on the reality in which it trains its students, from knowledge and hope.
Copyright (c) 2023 Alfredo Serrano de Haro Martínez, Isabel Solís Casco https://creativecommons.org/licenses/by-nc-nd/4.0
International research has provided evidence regarding the impact of vocational guidance in the schools on socio-economic variables in adulthood, as well as its potential to compensate for inequalities. In this study, an empirical analysis of this problem has been carried out on Spain and its autonomous communities and cities, with the following objectives (a) Determine the degree of alignment between the professional expectations of 15-year-old students and those of the education necessary to make them come true. (b) Evaluate, in comparative terms, the degree of effectiveness of the professional guidance work-related. (c) Analyze the structures for career guidance in Spain. For this, an adequate exploitation of the PISA 2018 database has been carried out, using descriptive statistics procedures and taking into account the socioeconomic and cultural status of the students. The main results have shown: (a) a significant variation between territories in the percentage of socio-economically disadvantaged students hoping to complete tertiary education; (b) a confusion of students between what they professionally aspire to and the studies they hope to pursue to achieve it, which is highly conditioned by their socio-economic level and by the territory; (c) a career guidance system that favours socio-economically advantaged students. The main conclusion to be drawn from the study is to postulate the strengthening of the vocational component of the school guidance system in Spain.
Copyright (c) 2023 Francisco López Rupérez, Isabel García García https://creativecommons.org/licenses/by-nc-nd/4.0