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Copyright of Revista Prisma Social is the property of Revista Prisma Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educar is the property of Universitat Autonoma de Barcelona, Servei de Publicacions and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educar is the property of Universitat Autonoma de Barcelona, Servei de Publicacions and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents a four-year longitudinal study analysing what teachers who participate in a non-formal scientific activity think they will learn during the activity. Unlike previous studies, this paper is focused on a long-term activity. The answers given by the teachers to an open-ended question were subjected to an interpretative-descriptive analysis which allowed the emergence of five main categories of response and five teacher profiles. These categories and profiles allowed the characterization and interpretation of teachers' responses. It is concluded that the teachers perceive the activity as a multidisciplinary training opportunity with which to expand and diversify their formation and, especially, to acquire new teaching learning strategies that can be transferred to their classrooms. [ABSTRACT FROM AUTHOR]

Culture of peace and education work together to shape individual with knowledge, attitudes and behaviors focused on harmony, tolerance, respect, inclusion, and peace. This paper presents a systematic review whose purpose was to identify the lines of study of the culture of peace in secondary education globally during the last decade (2012-2022). The study was based on the PRISMA methodology; 367 articles were collected from the databases of ERIC, Education Source, Academic Search Ultimate, Web of Science and Redalyc. Based on inclusion and exclusion criteria, 27 articles were analyzed. The results obtained reflect that most of the articles focus on the of the peace component in the school curriculum, although scientific production focused on identifying the effects of culture of peace programs was also identified. It is concluded, the study of this topic provides a deeper understanding of how education contributes to the development of citizens committed to peace. [ABSTRACT FROM AUTHOR]

Copyright of Revista Académica Internacional de Educación Física is the property of Asociacion Cientifica Internacional de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)