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Learning Science or Learning to Become a Scientist? Effects of Inquiry-based Laboratory Work on Secondary Students’ Scientific Learning(Science Education International, 2026) Morcillo de Amuedo, Fernando; Arana-Cuenca, Ainhoa; Garrido Álvarez-Coto, GuiomarPractical work in secondary science education is often organized through closed “cookbook” protocols that constrain students’ autonomy and limit the development of scientific thinking. This study examines the impact of two instructional approaches to a DNA extraction activity in Biology and Geology: A cookbook-style laboratory practice and an inquiry-based science education (IBSE) activity. A mixed-methods design was implemented, combining a pre–post-test component within each group with a comparison between two non-randomized cohorts of students in the 4th year of compulsory secondary education in Spain (n = 45). Academic performance was assessed through a multiple-choice test, self-perceived critical thinking and satisfaction were measured using validated questionnaires, and meaningful learning was explored through qualitative analysis of delayed open-ended responses. Both approaches led to improvements in immediate academic performance. However, only students in the inquiry-based condition showed evidence of deeper conceptual understanding, explicit references to the scientific method and a sustained perception of meaningful learning. These findings highlight the potential of IBSE-oriented laboratory work to foster not only scientific literacy and deep learning, but also transferable competences relevant for science-related vocational pathways.- Acceso Abierto
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Peer faculty mentoring mediated by structured rubrics in virtual higher education settings: impact on professional development(Journal of Computing in Higher Education, 2026) Garrido Álvarez-Coto, Guiomar; Solana Domínguez, Isabel; Arana-Cuenca, Ainhoa; Mata, Lara; Tubío, JavierThe expansion of online higher education has generated increasing demand for effective strategies to support faculty professional development. Among these, peer mentoring mediated through structured class observation and rubric-based evaluation has emerged as a promising practice to enhance teaching quality in virtual learning environments. This study examines the impact of a formative peer mentoring program with assigned roles implemented at an online university in Spain. A pre-experimental pretest-posttest design was applied with a sample of 90 faculty members from the School of Education. Each participant was observed by an expert mentor through the analysis of recorded synchronous online classes, using a sequential rubric designed to evaluate five key dimensions of online teaching: pedagogical design, communication, on-screen presence, instructional design and facilitation. Descriptive statistics, Wilcoxon signed-rank tests, and qualitative coding of observations were conducted. Results showed statistically significant improvements across all evaluated dimensions, with particularly strong effects in Learning Facilitation (r = 0.891) and Communication (r = 0.820). The qualitative analysis revealed a notable reduction in corrections associated with pedagogical weaknesses, as well as increased pedagogical awareness and the adoption of more effective teaching strategies. Structured mentoring supported by professional feedback demonstrates high potential to enhance pedagogical practice in virtual environments. This study provides empirical evidence of its positive impact on faculty development and offers an institutionally feasible approach to fostering a culture of continuous improvement, engagement, and evidence-informed reflection. - Acceso Abierto
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PUENTES ENTRELAZADOS. PROYECTO PARA LA MEJORA DE LA EMPLEABILIDAD E INSERCIÓN LABORAL DE LA POBLACIÓN MIGRANTE DE LATINOAMÉRICA EN SEVILLA(2025-09-10) Delgado-Bueno, María JoséEl proyecto trata de exponer la problemática a la que se enfrentan las personas migrantes de América Latina y Caribe, en adelante LATAM y los retos a los que se enfrentan en su proceso migratorio. Se centra en la mejora de la empleabilidad e inserción laboral de manera que se favorezca su integración total en el país de destino, enfocándose en la persona como protagonista de su proceso, con la finalidad de detectar y cubrir las necesidades que contribuyan a mejorar su empleabilidad e inserción sociolaboral. Partiendo de una metodología holística e integral, se trabajan los ejes de empleo, jurídico y psicológico. Siendo el eje de empleo el central, con actuaciones individuales y grupales de orientación, formación específica, prospección e inserción laboral; y los ejes de asesoramiento jurídico y psicológico, transversales a lo largo del proyecto, entando disponibles en todo momento según las necesidades de las personas participantes. En cuanto a los/as participantes, se aplica una metodología activa y participativa, siendo los protagonistas del proceso. Se espera que, tras la implantación del proyecto, mejore la empleabilidad e inserción laboral, consiguiendo al menos que un 40% de participantes consigan un empleo relacionado con el itinerario formativo del proyecto.
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