Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Injustice in energy transitions is a problem perceived in the inequity of participation in decision-making among the actors that shape socio-technical energy systems, where society usually plays the role of end user within the system network. The importance of taking it into consideration lies in the fact that this inequity can contribute to low social acceptance and lack of public confidence in the energy transition process, which is essential to define the course of the process. Through a qualitative study with an exploratory scope, the objective of this article is to study the perception of citizens as actors in the energy transition process from a procedural justice approach, and to contribute to the research of social study of energy through the social sciences.

Mexican political system has advanced in the democratic transition, due to the appearance of the political alternation, which occurred in 2000, after a party hegemony at the national level for more than 70 years. This research studies the level of electoral competition that has occurred in the post-alternation period in the country at the presidential level, through the calculation of a Party Competition Index (ICP), in order to determine if the Mexican political system can be considered as a case of success in the democratic transition towards the consolidation of a competitive multi-party system. It has been found that although the political system has had a transition towards multi-party system due to political alternation. It has not been accompanied by a higher level of electoral competition, which shows a problem in terms of electoral competition. This problem could be explained by the representativeness crisis.

The purpose of this study was to examine how sports experiences and their biography influence each subject, with respect to their beliefs and attitudes towards physical education and their physical self-concept. Four different scales were used in 826 students aged 18-24 years in total who lived in the Basque Country, found by simple random sampling method. The first scale is the "Personal Information Scale" that consists of 4 items to determine the socio-personal characteristics, the sporting experience, profile of the coaches and qualification in Physical Education. As for the second scale used, it was Feelings about Physical Education (Bourke, & Frampton, 1992) that examines Perceptions about Physical Education (PEF). The third scale used was the Questionnaire of attitudes towards physical education CAEF (Moreno, Rodriguez and Gutierrez, 2006), in its validation to the Basque of Attitudes towards the discipline of Physical Education (ADEF), and finally the AFI Questionnaire, Autokontzeptu Fisikoaren Itaunketa (Esnaola, 2006), which examines the physical self-concept of the subjects. The study data were analyzed by SPSS 25 software package. A principal component analysis (PCA) was carried out in order to explore the correlation between scales, as well as between the scales and the categories of the biographical and sports experience variables. It was determined that there is a correlation of the vast majority of the questionnaire scales. In conclusion, there is a clear separation between two groups or profiles of students determined mainly by the responses to the questionnaires on attitudes towards physical activity, beliefs and self-concept.

The aim of the study was to explore the effect of three sessions of Teaching Games for Understanding (TGfU) using alternative sports on the knowledge and game skills and attitudinal variables of pupils in the last cycle of Primary Education in Physical Education. Thirty-five students (18 boys and 17 girls, 10-12 years old) participated. The study design was quasi-experimental with pre-test and post-test measures. The independent variable was the implementation of the three sessions with TGfU. The dependent variables were: game knowledge (tactical and technical knowledge), game performance (tactical and technical performance) and attitudinal variables (social relations, participation, respect for rules and respect for peers). The teacher was trained for 30 hours, the sessions were designed and validated, they were carried out over two weeks and the intervention was verified. Data were collected by the teacher, through direct observation, using three different Likert-type scales. The students improved in game knowledge, game performance and social attitudes, but not in respect for peers, because they had maximum values in both evaluations. The TGfU allows the teaching of competences through learning situations that integrate knowledge of various contents based on challenge tasks.

In the current cultural transition, one of the emerging needs of teachers is the competent educational use of Information and Communication Technologies (hereinafter ICT). This article reveals the result of the validation of a model that allows evaluating ICT Competences of teachers in educational context. Based on the quantitative methodology, instruments were applied for the validation of both experts and users. For the theoretical validation of the model and the matrix, 10 experts participated who analyzed the proposal through a questionnaire and, for the practical validation at the user level, a pilot sample of 20 teachers participated, to whom an observation guideline was applied. , which allowed recording their actions regarding ICT competence in context. The analyzes showed that the matrix complies with the essential elements and that it allows to evaluate the ICT competence of teachers in their real contexts of daily work, both theoretically and in practice. In addition, it was evidenced that teachers have a low command of integrating these and that they are used to support teaching and not student learning.

STEM education is y producing more interest in the educational field. In the literature we can find different definitions, making their understanding may be scattered. In this  work we analiyze  the attitude of teachers towards this educational approach and to know the mental model they conceive of STEM before and after experiencing a STEM training program. The sample is made up of pre-service teachers of the Primary Education Degree. To know the attitude towards STEM, the TatSTEM questionnaire has been used with a pretest and a posttest. To analyze the conceptual models, the classification "STEM as an acronym", "Real-life problem solving as a context", "Science as a context", "STEM as separate disciplines", "Integrated disciplines" and “Engineering as context” has been used. The results  have shown an improvement in the attitude towards STEM after the proposed training. On the other hand, STEM models have evolved from more simplistic models to more complex models, producing a great change regarding STEM as integrated disciplines.

The aim of the study was to analyse the influence that satisfaction, boredom and importance attributed by students to the subject of physical education have on extracurricular sports dropout, associating the factors and determining the reasons for abandon. A cross-sectional design was used with a sample of 925 secondary school students aged between 12 and 18, 263 of whom had dropped out of sport. An ad hoc questionnaire, the Satisfaction Scale adapted to physical education (ES-EF), the Importance of Physical Education Scale (IEF) and the Scale of Reasons for dropping out of physical activity were applied. Students who had abandoned out showed intermediate values of satisfaction and importance with the subject. The main reason for dropping out was lack of time. Girls showed higher dropout rates. Satisfaction negatively predicted personal reasons for abandon, importance and boredom were positive predictors of environmental/social and attitudinal reasons respectively. In conclusion, PE teachers should implement satisfaction-enhancing methodologies, taking into account possible student burnout.

En los últimos años, la investigación en el ámbito educativo y la Educación Basada en las Evidencias (EBE) están experimentando un importante desarrollo. La creciente utilización de técnicas estadísticas, de modelos de regresión lineal y logística multivariantes; el desarrollo de diseños de investigación cada vez más complejos, como los diseños mixtos en los que se utilizan metodologías cualitativas y cuantitativas en un mismo proyecto; o el incremento en el número de Revisiones Sistemáticas (RSs) y meta-análisis (MAs) en educación, hacen necesario un esfuerzo constante por seguir difundiendo estos conceptos entre los profesionales de este ámbito, además de seguir facilitando el acercamiento a otros conceptos metodológicos más sencillos. Por otro lado, en otros ámbitos, como ciencias de la salud o educación física y deportiva se han ido desarrollando y publicando multitud de instrumentos para mejorar la calidad metodológica de las publicaciones científicas. Algunos ejemplos destacados que se pueden citar son: la escala PEDro (Physiotherapy Evidence Database) para la valoración de la calidad de los estudios experimentales (Moseley et al., 2002) o la escala PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses, (Moher et al., 2009) publicada en 2009 y la PRISMA-2020 (Page et al., 2021), recientemente actualizada, como lista de comprobación para incrementar la calidad de las RSs y MAs. A pesar de que este tipo de instrumentos y recursos no son suficientemente conocidos en el ámbito educativo, tienen un enorme potencial para contribuir a mejorar la cultura investigadora, así como a la calidad de las investigaciones que se realizan en nuestro ámbito. En este contexto, la Revista ESPIRAL. Cuadernos del Profesorado ha decidido incorporar una nueva sección denominada “Píldoras metodológicas de investigación en Educación” con el objetivo de contribuir a la difusión de estos conceptos estadísticos y metodológicos, así como para facilitar el acercamiento a los nuevos instrumentos y recursos que se están utilizando en otras áreas de investigación y que pueden ser de utilidad en el ámbito de la Educación. Estas notas metodológicas serán redactadas en un lenguaje que permita ser entendido por lectores no especialistas, con la finalidad de que sirvan de ayuda tanto a estudiantes que están dando sus primeros pasos en investigación educativa, como a profesionales con una mayor experiencia que puedan utilizarlos como material docente. Con el ánimo de adoptar una perspectiva didáctica sobre las temáticas abordadas, cada una de las píldoras metodológicas irá ilustrada con ejemplos reales teórico-prácticos  utilizados en otras publicaciones, que puedan servir de referencia para facilita la comprensión y la utilidad práctica de los diferentes temas que se traten.   Desde la dirección de esta revista se ha invitado a un grupo de profesionales de educación comprometidos con la metodología de investigación con la pretensión de convertir esta sección, a lo largo de las publicaciones de diferentes números, en un manual de referencia para la difusión de estos conocimientos y contribuir a mejorar la calidad de las investigaciones en el ámbito educativo. Este primer número está centrado, por una parte, en los principales formatos que se han propuesto para elaborar de forma adecuada diferentes preguntas de investigación, cuestión de vital importancia para el  diseño del estudio. Y, por otra parte, se atenderán aspectos fundamentales a tener presentes para el abordaje del análisis descriptivo utilizando el software libre jamovi . Esperamos que sea del interés de los lectores.