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Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Educational institutions must prevent school dropout in a context in which the educational response to this problem necessarily implies going deeper into its fundamental causes, starting from those directly attributable to the educational institution. The objective of the research developed is to base a pedagogical strategy to prevent school dropout in eighth grade students of Basic Education of the Fiscomisional Educational Unit Pierre Teilhard de Chardin, in the Atacames canton, of the province Esmeraldas, Ecuador, in the school period 2023-2024. A research process was developed based on the conceptions of the mixed approach, of explanatory level, by means of a pre-experimental study, with the intervention in a single group and application of pre-test and post-test. The initial descriptive study revealed shortcomings associated with a lack of systematization and follow-up in the implementation of preventive actions, and limited consideration of personal and family causes for designing specific actions. The pedagogical strategy designed was structured in a general objective and several strategic directions with their corresponding actions, aimed at guiding the pedagogical activity of teachers and authorities of the educational institution in the early adoption of actions to avoid the definitive or temporary disengagement of students from the school system. The evaluation of the relevance of the pedagogical strategy revealed its significant contribution to the prevention of school dropout, in a process of early adoption of actions to avoid the definitive or temporary disengagement of students from the educational system. [ABSTRACT FROM AUTHOR]

This reflection article is a partial product of the research titled: "Emotional intelligence in teachers as an academic-pedagogical category for strengthening peace education and citizen construction in educational institutions in the city of Medellín." The objective is to recognize the impact of personal satisfaction: component of human development as a pedagogical strategy for teacher training. The methodology used is framed in the interpretive paradigm, with a qualitative approach and a documentary strategy. The results show how this component of development strengthens professional training, improving the academic and pedagogical processes of teachers in the educational institutions where they practice their profession. Finally, it is established that it is possible to improve their well-being, becoming an alternative for continuous improvement of academic processes. [ABSTRACT FROM AUTHOR]

Educational institutions must prevent school dropout in a context in which the educational response to this problem necessarily implies going deeper into its fundamental causes, starting from those directly attributable to the educational institution. The objective of the research developed is to base a pedagogical strategy to prevent school dropout in eighth grade students of Secondary Basic Education of the Fiscomisional Educational Unit Pierre Teilhard de Chardin, in the Atacames canton of the province of Esmeraldas, Ecuador in the school period 2023-2024. A research process was developed based on the conceptions of the mixed approach, of explanatory level, by means of a pre-experimental study, with the intervention in a single group and application of pre-test and post-test. The initial descriptive study revealed shortcomings associated with a lack of systematization and follow-up in the implementation of preventive actions, and limited consideration of personal and family causes for designing specific actions. The pedagogical strategy designed was structured in a general objective and several strategic directions with their corresponding actions, aimed at guiding the pedagogical activity of teachers and authorities of the educational institution in the early adoption of actions to avoid the definitive or temporary disengagement of students from the school system. The evaluation of the relevance of the pedagogical strategy revealed its significant contribution to the prevention of school dropout, in a process of early adoption of actions to avoid the definitive or temporary disengagement of students from the educational system. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

At present, one of the problems that appears more frequently as an aspect that influences school performance is the one referred to motivation. The objective of this research is to develop a pedagogical and didactic strategy to contribute to the learning motivation of fifth-grade students of the Rio Guayllabamba School. The study was carried out from a multiple approach in which multimethodological triangulation was used to analyze the information gathered, which offered greater integrity to the research and compensated for weak points or biases resulting from the methods used individually. The research was organized in three stages, in an orderly manner, with the expected quality and in the expected time. The pedagogical and didactic strategy implemented for the treatment of motivation problems in the fifth-grade group of basic education of the Rio Guayllabamba school showed high effectiveness in the solution of the difficulties presented. The analysis of the initial diagnosis results with respect to those obtained after the application of the strategy reveals a positive transformation in all the aspects evaluated. The consultation with the experts offered positive criteria concerning the elements considered, such as applicability, objectivity, coherence, and relevance. All aspects achieved satisfactory results that endorsed the application. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Parental participation refers to the involvement of parents in all the activities of their children, that is, the school-family relationship, a primordial link for the educational performance of the student in the educational process. Considering the above, the objective of this work is to develop a pedagogical strategy for parental participation in the educational process of the seventh year of Basic Education. The methodology adjusts to the integral paradigm of educational research with a mixed approach (qualitative and quantitative) for the study of the results and it was considered to apply theoretical and empirical methods. The instruments applied were observations of internal school activities organized in the educational institution, an interview with two teachers and a survey of parents, which allowed gathering information to describe the results. A sample of 71 parents and two teachers was used. These results made it possible to propose a pedagogical strategy for parental participation, in which four stages are developed: diagnosis, planning, execution and evaluation. The pedagogical strategy is evaluated with the method of consultation of specialists, resulting relevant its application in the context of the seventh year of basic education in Ecuador. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 de Investigación is the property of Universidad Pedagogica Experimental Libertador 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 Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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 PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física is the property of Universidad de Pinar del Rio 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 Práxis Educativa is the property of Revista Praxis Educativa 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 Austral de Ciencias Sociales is the property of Facultad de Filosofia y Humanidades, Intituto de Ciencias Sociales, Universidad Austral de Chile 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 Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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 Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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 Rastros Rostros is the property of Universidad Cooperativa de Colombia 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.)

Promoting the development of reading skills in third grade students of General Basic Education is of vital relevance for their academic training and cognitive development. The present study aimed to design a neurodidactic strategy to improve the reading skills of students at the "America and Spain" School. The sample consisted of 33 third year EGB students and 10 teachers from the same institution. Research methods and techniques employed included student surveys, teacher interviews, review of school documents, curricula and teaching materials, as well as validation of the strategy by a panel of experts in neurodidactics, pedagogy and children's literature. The results revealed the existence of significant challenges in the development of reading skills among students, including difficulties in comprehension, reading speed and motivation. Reading preferences leaned toward stories and narrative, and needs for teacher training and access to adequate resources were identified. The neurodidactic strategy designed incorporated principles of linguistic and cultural diversity, promotion of effective oral communication, autonomous reading, development of thinking skills, use of technological resources and classroom library, among others. The expert evaluation highlighted the relevance of the objectives and the appropriateness of the teaching materials. This study sheds light on the importance of addressing challenges in reading instruction and offers a comprehensive strategy supported by neurodidactics to improve reading skills in third year GBS students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Docencia Universitaria is the property of Universidad Industrial de Santander 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.)

The incidence of information and communication technologies in the teaching-learning process is addressed, especially the use of the Educaplay tool. The objective is to develop skills and abilities in the mastery of the English language with the application of music as multimedia content implemented in Virtual Learning Environments by means of a pedagogical strategy. Theoretical research methods are used in the study of the referential theoretical framework as a guide for the systematization of the precedent knowledge and basis for the elaboration of the strategy and the survey used in the verification. Empirical methods such as questionnaires and surveys are also applied and combined with the use of statistical-mathematical tools such as the Group Satisfaction and recommendation indexes. SPSS software is used to test the validity of the instrument (Conbrach's Alpha) and reliability (R-squared), as well as the development of statistical tests such as normality test, Pearson's correlation and Chi-Square. Satisfactory results were obtained with the use of the tool for the four dimensions studied and excellent values for usability, applicability, and recommendation of the strategy by users. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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.)

Design thinking constitutes a key tool for the transformation of learning environments, by placing the student at the center of the entire educational process and promoting the use of tools and instruments that facilitate communication and the transmission of information. This study describes the experience of using the design thinking methodology in the Information Literacy Program for first-year students at the “Carlos Rafael Rodríguez” University of Cienfuegos, Cuba. The research is qualitative, descriptive and is based on a case study. Within the research methods and techniques, documentary analysis is used, the focus group with the librarians of the Resource Center for Learning and Research to know the expectations and experiences of the methodological proposal, the interview with the person in charge of the Department of Information with the objective of identifying the strengths and opportunities of the library institution in the design of activities based on design thinking, as well as a questionnaire to students to validate the applicability of the strategy. The results show the need to use this initiative to adapt the training strategy to the real needs of students according to their professional profile, and thus encourage greater use of the university library in academic and scientific activity. The conclusions point to design thinking as a work methodology that contributes to the development and strengthening of creative, innovative and critical thinking by providing significant experiences in the formation of professional skills. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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 Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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 Latinoamericana de Estudios Educativos (1900-9895) is the property of Universidad de Caldas 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 Pensamiento, Palabra y Obra is the property of Universidad Pedaggica Nacional 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 Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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 Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

the article reveals the results of a pedagogical experience related to the incorporation of simulators to strengthen the learning processes in the area of social sciences, specifically about the universe. The proposal takes place within the framework of the coviD-19 pandemic, an aspect that generated the need to design innovative strategies to promote meaningful learning that would awaken students' interest in the universe, during academic work at home. The pedagogical proposal included learning activities based on the use of the Celestia simulator, applying online tools and taking advantage of the situation generated by the new learning scheme. The accompaniment of the development of each planned session allowed to establish the progress of students who took part of the study. An increase was observed in the institutional assessment scale related to the area of social sciences and in a higher performance of students of sixth grade, from 8,9 % to 100 %, with which it was possible to conclude the usefulness of the pedagogical strategy with this simulator as a working tool for teachers and as a didactic aid for teaching the subject of the universe. Likewise, there was evidence of improvement in cognitive competence, while promoting scenarios of reflection by the students. [ABSTRACT FROM AUTHOR]

Copyright of Zona Próxima is the property of Fundacion Universidad del Norte 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 Saber, Ciencia y Libertas is the property of Saber, Ciencia y Libertad 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.)

The purpose of this research study is to determine the incidence of augmented reality in the learning process of mathematical functions. An explanatory quantitative approach and a quasi-experimental design were applied with two groups (experimental and control) that were tested in two instances. In total, 70 ninth grade students from Barranquilla (Colombia) are surveyed. Acheck list is used to identify computer applications of augmented reality. Two questionnaires (pre-test and post-test) are applied to assess student knowledge level on mathematical functions. The pre-test is applied first to both groups and the results obtained show a homogeneous mean. The post-test results show that the students from the experimental group managed to surpass the mean of the control group. It is concluded that the use of augmented reality, implemented as a pedagogical strategy, allowed improving student learning of mathematical functions. [ABSTRACT FROM AUTHOR]

Introduction: In the process of the Gastroenterology resident training there are limitations in the care to patients with digestive neoplasms, which have their base in an scarce dynamics, while a visible polarization doctor-tools in the healthcare practice is observed, which is addressed towards the diagnostic and therapeutical digestive endoscopy more than to the preventive digestive endoscopy, as an indispensable part of the training process. Objective: To propose a pedagogical strategy, for the training of the Gastroenterology resident in the holistic and endoscopic care to patients with neoplasms of the digestive system. Development: A pedagogical strategy is proposed to systematize the preventivediagnostic- therapeutical and holistic care in the training of the gastroenterology resident, which becomes a practical and flexible instrument, that includes stages and substages, methodological orientations and an evaluation system which allows to articulate the clinical and endoscopic contents, in an comprehensive movement, through the diagnosis, elaboration, implementation and evaluation of actions for the training of the future specialist. Conclusions: This practical instrument proposed is aimed at systematizing the praxiological-endoscopic training of these specialists in the holistic, preventivediagnostic- therapeutic treatment to patients with digestive neoplasms, so as to reach professional excellence in the profession. [ABSTRACT FROM AUTHOR]

Problem-Based Learning (PBL) is a methodological strategy that presents the teacher and the student with a group of activities that seek to make learning active, dynamic and meaningful; ttiis strategy is based on problem situations that arise from the student's daily life, thus achieving meaningful learning. For the development of the research, the objective was to implement the ABP for the development of scientific competencies for fifth grade students in teaching the respiratory system. ttie implemented methodology was given from the qualitative approach, research-action method, with an experimental group and a control group, in the Instituto Universitario de Caldas, in the city of Manizales. For the collection of the information, the level of appropriation that the students have on the scientific competences was taken into account, to then carry out the implementation of the PBL in the teaching of the subject related to the respiratory system and thus evaluate the development of the scientific competences in students of said degree. By way of conclusion, the fifth grade students of the Instituto Universitario de Caldas presented an advance in the appropriation and development of scientific competences, being a more conscious and meaningful process, achieving learning from experience and their own experiences. [ABSTRACT FROM AUTHOR]

One of the features of the 21st century society is the incorporation of ICT in education, which can contribute to the teaching-learning processes. However, it is the teacher who gives the pedagogical meaning to these educational resources. In this sense, bioinformatics tools can contribute to the teaching of complex and abstract topics with concrete examples and without the need for laboratory practices that represent high economic costs. Considering the above, this research presents the design of the guide "Analysis of genetic variability in Pseudomonas species by comparison of restriction maps of the ptsN gene", which used two free websites and shows step by step how to perform it. The guide was applied to 30 students of the subject "molecular biology" of the period 2018-1 of the bachelor's degree in biology at UPN. A questionnaire and a structured survey were used to collect information to evaluate learning and to know the students' perception of the relevance and feasibility of the educational resource. After working with the guide, students showed significant progress in their cognitive, conceptual and procedural baggage, as evidenced by the answers obtained through the designed instruments. After the experience, the students considered that the guide was appropriate and viable for teaching genetic variability. Additionally, it became evident that it is possible to design contextualized activities at low cost. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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 Saber, Ciencia y Libertas is the property of Saber, Ciencia y Libertad 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 Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia 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 Espacios is the property of Talleres de Impresos Oma 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 Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico 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 3C TIC is the property of Area de Innovacion y Desarrollo, 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 Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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 analyzes the benefits of the use of video in the learning process of taekwondo in children in school age and the relationship between motivation by the use of this technology and other pedagogical benefits of this. For this, an experiment with a group of 42 children aged 7 to 12 was performed. The results indicate that the use of videos is a generator factor of high motivation in children to make the practice of this sport, However, this motivation is relates only with the improvement of the technique in the execution of the figures and the correction of the errors of execution in combat and not with the other benefits of the use of video. The study aims to contribute to the understanding of the implications of the use of video in the learning process and the role of motivation in that process. [ABSTRACT FROM AUTHOR]