Artículos by Antonio Martín Ezpeleta
Science Education International , 2025
Creative thinking is an essential competence that should be fostered at all educational levels, y... more Creative thinking is an essential competence that should be fostered at all educational levels, yet for teachers to effectively develop this skill in students, they must possess the necessary abilities, confidence, and pedagogical knowledge. This study examines the creative self-efficacy (CSE) in science of pre-service teachers, their ability to recognize creative activities in the science classroom, and their scientific inquiry skills. The results indicate that the 213 Spanish primary pre-service teachers in the sample perceive themselves as creative in science. However, many participants mistakenly classify non-creative activities as creative and demonstrate low inquiry skills. As a result, no significant correlation was found between their self-perception and actual performance in creative tasks. The study also highlights that prior science training influences both their perception of CSE in science and their ability to distinguish between creative and non-creative activities in the classroom. These findings underscore the importance of integrating creativity into teacher training programs to enable future educators to effectively implement creative practices in the primary education classroom, aligning with societal demands for creativity in education.
The Journal of Creative Behavior , 2025
As a key 21st-century competence, creativity's assessment is gaining attention, especially with i... more As a key 21st-century competence, creativity's assessment is gaining attention, especially with its inclusion in PISA tests. Understanding related social and educational factors is crucial. This study investigated how home and school creativity climates impact primary school children's creativity. Participants were 903 Spanish families attending 12 different schools. Parents/guardians and teachers completed two questionnaires to determine the climate for creativity in the parent-child relationship and the environmental encouragement to creativity in schools. The creativity of 1052 children (6-13 years) was determined via a problemfinding and solving figural task. Results revealed mothers were more supportive of creative home environments; yet surprisingly, no significant correlation emerged between home creativity climate dimensions and children's creativity. Conversely, both correlational and regression analyses demonstrated schools' crucial role in fostering creative achievements. Participation in educational innovation programs and using alternative methodologies significantly boosted student creativity. The study also found teachers generally held poor conceptualizations of creativity. These findings have important implications for promoting creativity in education.
Investigaciones Sobre Lectura, 2025
La expansión de la tecnología, especialmente el uso de Internet y la consecuente virtualización d... more La expansión de la tecnología, especialmente el uso de Internet y la consecuente virtualización de los espacios de comunicación, ha derivado en la proliferación de discursos digitales emergentes, caracterizados por su multimodalidad e inmediatez. Estas particularidades, lejos de contradecir los formatos tradicionales, han configurado nuevas formas de lectura y demandan un lector más activo y perspicaz. En este contexto, la enseñanza de la lectura enfrenta el desafío de incorporar en su praxis epistémica y pedagógica los soportes de lectura digital multimodal, lo que implica la alfabetización digital y su correspondiente acompañamiento didáctico. Considerando este panorama y la importancia de los profesores como mediadores de lectura, es fundamental conocer su comportamiento lector y las actitudes hacia los formatos electrónicos e impresos, factores que influirán en su función docente futura. Esta investigación, de tipo cuantitativo y descriptivo, tiene por objetivo indagar en los comportamientos de lectura de 146 futuros docentes chilenos y su relación con la metacognición lectora. Los resultados muestran una preferencia por los formatos de lectura digital con fines recreativos, mientras que la lectura impresa recreativa es mayoritariamente preferida por las mujeres. Finalmente, se establecen correlaciones significativas entre los formatos de lectura y las estrategias de metacognición lectora.
Educación XX1, 2025
La creatividad ha sido definida como la competencia clave del siglo XXI. Su presencia en el debat... more La creatividad ha sido definida como la competencia clave del siglo XXI. Su presencia en el debate educativo se ha visto intensificada por la atención prestada por la Organización para la Cooperación y el Desarrollo Económicos y las últimas leyes educativas, como es el caso español. En este contexto, el objetivo del presente estudio es evaluar la creatividad de los estudiantes de Educación Primaria, analizando también la influencia de las variables género, curso y centro educativo. Los participantes fueron 1679 estudiantes de doce centros educativos distribuidos homogéneamente entre los seis cursos de esta etapa educativa, con edades comprendidas entre 5-13 años, a los que se administró una prueba de búsqueda y resolución de problemas. Los resultados muestran un aumento de la creatividad a lo largo de la Educación Primaria, pero con una clara disminución en los alumnos de 8 y 9 años, que cabría relacionar con la denominada “depresión del cuarto grado”. Existen, además, diferencias estadísticamente significativas entre hombres y mujeres en las fases de búsqueda y de resolución del problema. La influencia del centro educativo en la creatividad de los estudiantes queda patente, variando el percentil medio entre 32.0 y 53.4, y obteniéndose diferencias estadísticamente significativas entre ellos. Esto permite concluir la desigual atención que la creatividad está recibiendo en los centros educativos y la necesaria reflexión sobre cambios instruccionales que contribuyan a canalizar el pensamiento creativo en una etapa de desarrollo especialmente sensible. Futuros estudios analizarán la influencia de las diferentes metodologías empleadas en los centros educativos en la creatividad de los estudiantes.
European Journal of Education and Psychology, 2025
La creatividad ocupa un lugar central en la educación actual, siendo considerada una competencia ... more La creatividad ocupa un lugar central en la educación actual, siendo considerada una competencia clave en los planes de estudio contemporáneos. Este estudio analiza las creencias y autopercepciones sobre la creatividad de 230 docentes en ejercicio de Chile y España, tomando en cuenta variables como el nivel educativo, el género y el país. A través de instrumentos validados-Kaufman Domains of Creativity Scale (K-Docs) y Teaching for Creativity Scales (TCS)-, la investigación adopta un enfoque cuantitativo, descriptivo y correlacional. Los resultados evidencian una autopercepción creativa global moderada, con diferencias estadísticamente significativas según género y nacionalidad. Asimismo, se observa una fuerte correlación positiva entre la autoeficacia creativa docente y la autopercepción creativa. Los hallazgos subrayan la influencia de las creencias docentes en su capacidad para fomentar la creatividad en el aula, destacando la necesidad de fortalecer la formación profesional en esta área para apoyar prácticas pedagógicas creativas.
Environmental Education Research , 2025
In the context of Education for Sustainable Development, the educational possibilities of ecofemi... more In the context of Education for Sustainable Development, the educational possibilities of ecofeminism for raising awareness of environmental and social issues are clear. In this sense, teacher education plays an integral role for disseminating messages emphasizing the interconnectedness of ecological sustainability, gender equity, and social justice. Here an innovative educational proposal for teacher education with ecofeminism as a thematic node is presented. Among other outcomes, the study highlighted the importance of developing educational materials, such as comics, to actively promote ecofeminist reflection and inspire action. The findings show the success of the experience with a group of Spanish preservice teachers, both from the quantitative (by the analysis of their environmental attitudes and gender equality competence) and qualitative (by the analysis of the comics and the students’ reflections on the experience) points of view. The results empirically demonstrate how, in addition to being desirable, it is possible and worthwhile to introduce ecofeminist content into the teacher education curriculum.
Education Sciences, 2025
The recent Spanish education law, LOMLOE, highlights the importance of integrating creativity int... more The recent Spanish education law, LOMLOE, highlights the importance of integrating creativity into all subjects in Primary Education. Teachers play a crucial role in this process, yet often lack adequate training, and research on their beliefs about creativity remains limited. This study examines the creative self-perception of Spanish in-service Primary Education teachers and their beliefs about teaching for creativity, using two previously validated instruments. The findings reveal a moderate self-perception of creativity across various domains, with significant gender differences, as well as a positive attitude towards teaching for creativity. No significant differences were found based on age or years of teaching experience, suggesting a static nature within the teaching profession, misaligned with emerging educational challenges. The correlational analysis indicates a positive relationship between creative self-perception and different dimensions of teaching for creativity, highlighting the importance of support from educational institutions. These findings advocate for continuous teacher training and resources to strengthen creativity focused teaching practices.
Revista d'Innovació Docent Universitària, 2025
En este trabajo se presenta y analiza una experiencia educativa innovadora contextualizada en la ... more En este trabajo se presenta y analiza una experiencia educativa innovadora contextualizada en la formación científica de los futuros maestros, que tiene por objetivo facilitar la asimilación de contenidos científicos (sobre salud y el cuerpo humano) al tiempo que se canaliza la creatividad. En concreto, se diseñaron actividades creativas, tales como la escritura de letras de canciones, la creación de murales interactivos y la grabación de videoclips destinados a un público infantil, de tal manera que estos productos de trabajos de los estudiantes supusieran una transposición didáctica y la generación de recursos para el aula de primaria. La realización de estas actividades se nutrió del uso de herramientas de inteligencia artificial (IA) y otros recursos digitales, lo cual enriqueció la factura final de todo ello y estimuló la motivación de los estudiantes. Los resultados obtenidos mediante el análisis sistemático de los productos creativos y diferentes instrumentos de evaluación (co-evaluación, auto-evaluación y observación directa) muestran un impacto positivo en la comprensión de los contenidos científicos y el desempeño creativo de los futuros maestros. El artículo concluye reflexionando sobre la pertinencia de integrar la creatividad y la IA en la enseñanza de las ciencias y la formación del profesorado, así como la idoneidad de conjugar todo ello en procesos de transposición didáctica que impulsen el diseño de materiales didácticos originales y específicos.
Investigaciones Sobre Lectura, 2024
Este estudio analiza el conocimiento del léxico legal básico entre estudiantes universitarios de ... more Este estudio analiza el conocimiento del léxico legal básico entre estudiantes universitarios de España y América Latina, examinando diferencias por sexo y tipo de estudios. Se aplicó un diseño cuantitativo, transversal y no experimental, recopilando datos de 850 estudiantes de universidades en España, Perú, Chile, Argentina y Colombia. El análisis incluyó pruebas t de Student y ANOVA para comparar el conocimiento del léxico legal en función de variables como género y área académica. Los resultados revelaron que los hombres obtuvieron puntuaciones significativamente más altas en términos técnicos como exonerar y habeas corpus, mientras que las mujeres destacaron en términos prácticos como arrendatario. Asimismo, los estudiantes de Derecho y Económicas demostraron el mayor dominio del léxico legal, en contraste con los puntajes más bajos registrados en disciplinas artísticas. Estas diferencias reflejan tanto la influencia del contexto educativo como posibles sesgos culturales y de exposición previa al léxico especializado. Ciencias sociales puntúa bajo y estudios artísticos no llega a la media. El estudio subraya la importancia de integrar el aprendizaje del léxico legal en los programas educativos para fomentar competencias ciudadanas más inclusivas y robustas. Se recomienda ampliar la investigación mediante enfoques longitudinales y muestras más representativas para abordar las limitaciones del diseño y contexto del presente trabajo.
Onomázein, 2024
Manel Lacorte y Agustín Reyes-Torres: Didáctica del español como 2/L en el siglo XXI
Frontiers in Education , 2024
The role of creativity in education is pivotal, since it is regarded as an essential skill enabli... more The role of creativity in education is pivotal, since it is regarded as an essential skill enabling students to cope with future challenges, not only at their professional, but also at their daily life. Consequently, the assessment and improvement of creativity skills among secondary school students has been tackled both at international (OECD reports and the recent inclusion of creativity in the 2022 PISA tests) and national spheres (such as the LOMLOE law at Spain, in which this study is framed). In this context, this longitudinal quasi-experimental study explores the scientific creativity performance of Spanish secondary students (N = 780) and its relationship with their attitudes and engagement towards science, and work intentions in STEM-related careers. Results show a noteworthy deficiency in scientific creativity, in terms of problem-finding abilities, alongside with moderately accurate and positive perceptions about how science works and its individual and collective implications. In addition, limited engagement in science-related activities and a low rate of expectations in pursuing STEM-related careers have also been detected. Gender differences were found in scientific creativity, as well as perceptions and career expectations related to science. No differences were found in the scientific creativity across the levels of compulsory secondary school, but an improvement in perceptions about science was observed as the students progressed in the educational system. Nevertheless, a decrease in the rate of engagement and willingness to embracing a STEM-related pathway has also been detected in higher levels. Positive correlations between engagement and career expectations related to science were also found. The importance of nurturing scientific creativity is discussed in terms of enriching learning experiences and the design of interventions and specific policies. Finally, the impact of implementing creativity-focused educational strategies is highlighted in order to promote interest in pursuing STEM careers beyond the obligatory boundaries of education.
Digital Education Review, 2024
Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessmen... more Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students' creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.
Revista Complutense de Educación, 2024
INTRODUCCIÓN. La relevancia que otorga la OCDE a la creatividad ha tenido su correlato en la inco... more INTRODUCCIÓN. La relevancia que otorga la OCDE a la creatividad ha tenido su correlato en la incorporación de su evaluación en la edición de las Pruebas PISA de 2022, pero también en la importancia que una ley como la LOMLOE (2020) le concede. En el contexto de evaluar la creatividad de los diferentes agentes del sistema educativo como factor determinante en la estimulación de la creatividad en las aulas, el presente estudio analiza la capacidad de los futuros docentes de producir metáforas creativas y su relación con la autopercepción creativa. MÉTODO. Se trata de un estudio empírico ex post facto con 438 docentes en formación (del grado de Maestro/a en Educación Primaria y tres especialidades lingüísticas del Máster Universitario en Formación de Profesorado de Educación Secundaria). El estudio de carácter correlacional se fundamenta en los datos recabados a partir del instrumento de Kasirer and Mashal (2018) y el test K-DOCS (Kaufman, 2012). RESULTADOS. Los resultados muestran un nivel de creatividad medio. Se han encontrado diferencias estadísticamente significativas para las variables de género (los hombres tienen una mayor percepción de la creatividad) y titulación (los filólogos presentan una mayor capacidad de generar metáforas creativas; la edad de estos también es una variable estadísticamente significativa que indica que los mayores son más capaces). Se demuestra, además, la correlación entre capacidad metafórica y percepción de la creatividad. DISCUSIÓN. Los resultados evidencian que la formación de estos futuros docentes no ha conseguido estimular su creatividad de manera notable. Esto condicionará su capacidad de canalizar la creatividad de sus estudiantes, que es algo que exige el currículo español para todos los niveles educativos y materias. A manera de posible solución, se proponen cambios instruccionales en la formación docente como primer paso para mejorar la atención que la creatividad ha de tener en el sistema educativo.
Journal of Education Culture and Society, 2024
Aim. The aim of this research is to analyse the creative self-perception of Spanish secondary tea... more Aim. The aim of this research is to analyse the creative self-perception of Spanish secondary teachers in different domains considering that creativity is increasingly being considered a key educational objective by organisations such as the Organisation for Economic Cooperation and Development (OECD) or educational laws, such as the recent Spanish one (Ministerio de Educación, Formación Profesional y Deportes Español, 2020).
Methods. Participants were 100 Spanish in-service teachers at the level of secondary education. They completed the K-DOCS questionnaire (Kaufman, 2012), in which the self-perception of creativity in different domains (Self/Everyday, Scholarly, Performance, Scienti c/Mechanic and Artistic) is assessed. The in uence of variables such as gender, age, years of experience and area of teaching are analysed.
Results. The analysis shows that Spanish secondary teachers have moderate-to-high perception of their own creativity. Although no statistically signi cant differences were Experience 232 found according to age or years of expertise, the scores in the Scienti c/Mechanic domain were found to be signi cantly different according to gender. Separate creativity pro les were found for teachers with unrelated areas of expertise.
Conclusion. This study aims to enhance understanding into the role of teachers in the promotion/hindering of creativity in classrooms. Results show a moderate creative self-perception with differences across domains, which logically conditions their conceptualisation of creativity and the importance given to it in classrooms. The importance of teacher training contributing to improve it is valued and key aspects are pointed out, such as the relevance of promoting a Centre Creative Plan with speci c actions of a transdisciplinary nature in schools.
Methods. Participants were 100 Spanish in-service teachers at the level of secondary education. They completed the K-DOCS questionnaire (Kaufman, 2012), in which the self-perception of creativity in different domains (Self/Everyday, Scholarly, Performance, Scienti c/Mechanic and Artistic) is assessed. The in uence of variables such as gender, age, years of experience and area of teaching are analysed.
Results. The analysis shows that Spanish secondary teachers have moderate-to-high perception of their own creativity. Although no statistically signi cant differences were Experience 232 found according to age or years of expertise, the scores in the Scienti c/Mechanic domain were found to be signi cantly different according to gender. Separate creativity pro les were found for teachers with unrelated areas of expertise.
Conclusion. This study aims to enhance understanding into the role of teachers in the promotion/hindering of creativity in classrooms. Results show a moderate creative self-perception with differences across domains, which logically conditions their conceptualisation of creativity and the importance given to it in classrooms. The importance of teacher training contributing to improve it is valued and key aspects are pointed out, such as the relevance of promoting a Centre Creative Plan with speci c actions of a transdisciplinary nature in schools.
European Journal of Contemporary Education, 2024
Creativity has been included as one of the four C's of 21st-century skills essential for students... more Creativity has been included as one of the four C's of 21st-century skills essential for students to succeed both in school and in the workplace. Thus, many countries are including this topic in their educational policies. This is the case of Spain, where the last educational law (LOMLOE) states that creativity must be worked out in all subjects. In the process of assessing the real situation of the Spanish educational system in terms of creativity development and observing future changes regarding its implementation, this work presents a cross-sectional quantitative study. The performance of 223 students of the four grades of compulsory secondary education in both the scientific and the linguistic domains of creativity was evaluated. Two instruments were used to measure daily and specific microdomains of scientific creativity and verbal-metaphorical microdomain of linguistic creativity. Results show a moderate to low development of creativity in secondary students in all studied domains of creativity. There were statistically significant differences according to gender, with women being the ones with greater creative skills. A progressive increase in creativity was observed up to the third year of compulsory secondary education, with a decrease in the last year. Finally, a positive correlation between scientific and linguistic creativity was established, in addition to an even higher correlation between both microdomains of scientific creativity. This study shows that there is still work to be done to promote creativity in the Spanish educational system, attending to the different subjects and creative domains. Some proposals are discussed, which highlight the importance of teacher training to achieve this goal.
Education Sciences , 2024
The importance of creativity in the training of people gained special relevance with the PISA Tes... more The importance of creativity in the training of people gained special relevance with the PISA Tests of the OECD, which, for the first time, evaluated the general creativity of 15-year-old students in 2022. This descriptive and quantitative study focuses on the evaluation of linguistic creativity, using different classical instruments to measure divergent thinking and adding new ones, such as metaphorical capacity. Participants were 454 students in their last year of secondary education from eight Spanish educational centers. Results indicate moderate performance in divergent thinking tasks, with students exhibiting limitations in generating novel metaphors, often resorting to literal responses. Statistically significant differences according to gender were found in metaphor generation and in the alternate uses task. A correlation study reveals significant associations between metaphor generation and divergent thinking tasks. These highlight the differential role of semantic memory and cognitive processes involved in metaphor generation and divergent thinking. Finally, this study underlines the complexities and multicomponent nature of creativity as a first step to develop educational policies and interventions targeting creativity. Overall, the importance of addressing creativity in a transdisciplinary way and training teachers on techniques to channel creativity are highlighted, such as through the design of challenges or writing workshops.
Educar, 2024
Siguiendo el modelo de los currículos europeos, la reciente ley LOMLOE otorga una gran importanci... more Siguiendo el modelo de los currículos europeos, la reciente ley LOMLOE otorga una gran importancia a la educación para el desarrollo sostenible (EDS). En este contexto, resulta fundamental evaluar la actitud proambiental de los estudiantes. Así, este trabajo presenta un estudio cuantitativo transversal que analiza las actitudes medioambientales de 1.076 alumnos de la Comunidad Valenciana (España), pertenecientes a todos los cursos de la Educación Secundaria Obligatoria (ESO), mediante el cuestionario ROSE (Relevance of Science Education). Los resultados muestran una actitud proactiva moderada-baja y una visión escasamente optimista del futuro, con una baja confianza en la ciencia y la tecnología para la resolución de problemas. Se encuentran diferencias estadísticamente significativas entre géneros, que apuntan hacia el carácter más ecocéntrico de las alumnas, pero se descartan diferencias relevantes en el transcurso de los niveles de la Educación Secundaria Obligatoria. Este hecho denota el carácter estático de la EDS en esta etapa académica y apunta a la necesidad de que se produzca una mayor implicación de la comunidad educativa para el desarrollo de estrategias reales que potencien las actitudes medioambientales deseables en las aulas.
Frontiers in Education , 2024
Teacher training is a strategic aspect to achieve quality education and, therefore, bring closer ... more Teacher training is a strategic aspect to achieve quality education and, therefore, bring closer Horizon 2030 and sustainability. The aim of this work is to present the outcome of an innovative transdisciplinary educational proposal with 176 primary teachers in training with the goal of raising their sustainability awareness. It was implemented at the same time in a Social sciences subject and in an Experimental sciences one demonstrating both its transdisciplinary nature and the fact that sustainability is a transversal aspect in the curriculum. A mixed methods research design was used. Work products were analyzed, such as the creation of a digital story for children about sustainability and some related activities. In addition, the perceived impact of the educational experience in the teachinglearning process and sustainability attitudes were assessed using two validated questionnaires. The results show a high level of perception of the impact of the experience in the motivation of preservice teachers, the learning of concepts related to the subject, and, especially, the usefulness of this proposal for their professional future. Furthermore, their sustainability attitudes at the end of the semester were very high, with scores above 4 (out of 5) for all measured dimensions. The relevance of advocating for a transdisciplinary education for sustainability, which begins in teacher training faculties, is concluded.
International Journal of Instruction , 2024
The main aim of this study is to analyse whether scholarly creativity can be linked to the readin... more The main aim of this study is to analyse whether scholarly creativity can be linked to the reading process (reading preferences and reading metacognition) of preservice teachers. The research was carried out using a quantitative, descriptive, exploratory, cross-sectional design. The sample consisted of 254 Spanish and Chilean preservice teachers, who were administered online three previously validated questionnaires on creative self-perception, reading preferences and reading strategies. Both descriptive and inferential statistical analysis have been used. The results show a medium-high level of reading metacognition, with a preference for the use of problem-solving strategies while reading and for reading in digital format for academic purposes. There were statistically significant differences both in reading preferences, strategies and creative self-perception according to country (with Chilean students scoring higher in all of them), but no differences were found according to gender. There were positive correlations between creative self-perception in the scholarly domain and reading preferences (=.275 for academic digital and =.433 for academic print) and metacognition (=.445). Academic reading in printed format and global reading metacognition were also found to be significant predictors of self-perception in scholarly creativity, which support the theories of the need of skills in a specific domain to be able to develop creativity in such domain. The study concludes by assessing the implications of this relationship between reading and creativity, proposing the suitability of promoting both metacognitive reflections on the way to consolidating a learning focusing on the process, especially important in the case of future teachers.
Jurnal Pendidikan IPA Indonesia, 2023
Research on creativity, as well as its application to the education field and its assessment at t... more Research on creativity, as well as its application to the education field and its assessment at the different educational stages, have been of increasing interest over the past decades in different countries. In this context, this study aims to evaluate performance in scientific creativity and its relationship with other creativity domains (linguistic and general creativity) of Spanish first-year secondary students. This is a key moment both from the point of view of the change in educational level and a critical age in cognitive developments associated with creativity. The research was carried out using a quantitative, descriptive, cross-sectional design. Data was collected using previously validated tests. Results revealed a moderate-to-low performance for the scientific domain, as well as for the linguistic one and for general creativity. In addition, positive correlations have been found between all the studied domains of creativity. Nevertheless, this correlation was stronger between both scientific creativity dimensions (daily and specific). This research shows the scarce creative competence of students at the early stage of secondary education and gives evidence about the multicomponent nature of creativity. The need for the inclusion of creative teaching strategies at the secondary education level via transdisciplinary approaches is discussed.