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El procesamiento visoespacial es clave para lograr, entre otros, un rendimiento óptimo en actividades académicas. En el ámbito de la cognición espacial se ha encontrado que la práctica con tareas espaciales puede reducir la brecha de género en este tipo de razonamiento. Sin embargo, no siempre un aumento de las puntuaciones espaciales llega a compensar las diferencias que existen entre participantes con mayores y menores habilidades espaciales. De acuerdo con estudios previos sobre diferencias individuales y maleabilidad en cognición espacial, se necesitan estudios comparables en niños, niñas y adolescentes utilizando el mismo método de evaluación y entrenamiento. En este trabajo se analiza, en 39 estudiantes de Educación Primaria (estudio 1: 17 niños y 22 niñas) y en 21 de Educación Secundaria (estudio 2: 11 chicos y 10 chicas), el perfil de evolución a través de las diferentes sesiones de un entrenamiento en rotación mental (RM), así como el grado de mejora producido en función de su capacidad espacial de partida, analizando el factor género. En ambos grupos, se aplicó un entrenamiento espacial (Programa de Entrenamiento en Rotación Mental) durante tres sesiones consecutivas con una duración promedio de 35 minutos por sesión. Para ambos grupos de edad, los participantes con bajo nivel espacial se beneficiaron en una proporción similar que aquellos participantes con más recursos espaciales. Este resultado se replicó para ambos sexos. Esta investigación servirá como punto de partida para promover e implementar entrenamientos adaptativos y personalizados, y así poder ayudar a los que menos capacidades espaciales tienen. Este tipo de intervenciones ganarían en eficacia y podrían maximizar el potencial educativo en los grupos más desfavorecidos.

espanolEn este articulo, mediante la indagacion narrativa de historias vividas en una clase de educacion primaria, se muestra una vision del curriculum que lo entiende como un camino que va adquiriendo desarrollos singulares y cualidades propias en su transcurrir. Es el recorrido el que va componiendo el curriculum, a partir de las historias vividas en la clase y de las historias de sus protagonistas, que se van transformando en el proceso. Un proceso de vidas e historias donde se inscriben los aprendizajes y saberes, de si y de las cosas del mundo. El texto se estructura a partir de tres historias que permiten ver: a) la importancia de la invitacion a recorrer el camino, de manera que este pueda ser habitado por sus protagonistas; b) como el curriculum escolar entra en relacion con el curriculum de las vidas personales, y c) los potenciales confl ictos entre las exigencias externas y las trayectorias personales. EnglishThis article, through the narrative enquiry of stories experienced in a primary education class, shows a vision of the curriculum that understands it as a path that acquires unique developments and its own qualities in its course. It is the journey that makes up the curriculum, based on the stories experienced in the class and the stories of its protagonists, who are transformed in the process. A process of lives and stories in which the learning and knowledge of oneself and of the things of the world are inscribed. The text is structured on the basis of three stories that allow us to see: a) the importance of the invitation to walk the path, so that it can be indwelled by its protagonists; b) how the school curriculum enters into relation with the curriculum of personal lives, and c) the potential confl icts between external demands and personal trajectories

Several studies have shown that spatial skills can be improved and are linked to mathematical reasoning . However, there are few studies that have evaluated the effect of Mental Rotation (MR) training on mathematical performance in children aged 6–8 years. One of the studies has shown a transfer towards a mathematical task, while the other has failed to demonstrate it. The present study investigated with children in 2nd grade of Primary Education the effect of training on MR, with 450 trials distributed across three sessions, as well as on mathematical competence . The results showed an improvement in this spatial skill in the experimental group in relation to the control (η p2 = 0.10). There were no differences between sexes in MR before training, and the increase was significantly higher in boys, when intelligence was controlled. Without controlling intelligence, both sexes improved at the same rate. These results are consistent with two parallel studies that were carried out with preschool and secondary school students. The MR training did not produce any improvement in mathematical ability .

Aproximación al currículum desde una perspectiva en la que se subraya lo que tiene de proceso de creación. En este sentido, se adopta un enfoque narrativo para captar la riqueza de los procesos escolares que se viven en la creación del currículum en su variedad de matices y de significaciones, así como también sus dificultades, tensiones, límites y, a veces, sus imposibilidades. ESP

The well-known burnout syndrome includes psychological facets that have been analyzed with respect to professions with systematic and persistent social contact. However, the context is just one side of the coin, albeit important. There might be some differential vulnerability to the development of the syndrome (the other side of the coin). The study reported here is based on a previous research that observed high levels of the syndrome in cashiers of several supermarkets. Going one step further, here (a) 13 cashiers were compared with 13 workers from other sections of a supermarket, and (b) the personality traits considered by the Big Five Model were measured for estimating the efficient use of knowledge and skills required for achieving social goals (P factor). These were the results: (a) no group differences in the syndrome between cashiers and other sections, and (b) negative correlations between the P factor and burnout scores. It is concluded that individual differences in personality might interact with the occupational context for promoting (or preventing) the burnout syndrome.

Research has shown that mental rotation (MR) can be improved through training. However, studies with preschool children are very scarce, due in part to the lack of consensus as to the age at which this ability arises and can be trained, and due to the difficulties of working on the understanding of this ability when it begins to develop. The present study was designed to observe the effect of an MR training on 1st (3-4-year-old children) and 3rd year (5-6-year-old children) of Early Childhood Education (preschool), as well as the development of this ability between both courses. Finally, this study aimed to analyze the differential increase of the training effect in relation to the initial MR ability of the participants. The results showed a significant improvement in the participants who underwent training in 3rd year of preschool, with the trained group showing a marginal improvement in 1st year of preschool. The older group showed lower error rates in training performance than the younger group, the latter having a linear decrease in performance as the angular disparity increased. In addition, in relation to training, a greater increase of MR was observed in the 3rd year preschoolers with lower scores in the pretest. These results suggest that MR is in full development and that it is a spatial ability that can be trained at preschool ages. In addition, the possibility of enhancing this ability to a greater extent in preschoolers who exhibit lower initial MR level is especially relevant.

The results of several studies suggest that spatial ability can be improved through direct training with tasks similar to those integrated in the tests used to measure the ability. However, there is a greater interest in analyzing the effectiveness of indirect training such as games or of learning subjects that involve spatial processes to a certain extent. Thus, the objective of the present study was to analyze whether the indirect training in Technical Drawing improved the Spatial Visualization ability of Architecture students. For this purpose, a group of students enrolled in Fundamentals of Architecture were administered two tests, a Spatial Visualization task and an Abstract Reasoning task, at the beginning and the end of a semester, after having received training through the subjects "Technical Drawing I: Geometry and Perception" and "Projects I." The results of this group were compared with those of a control group of students enrolled in a Mathematics degree, who were also pre-post evaluated but had not received the training in Technical Drawing. The study showed a significant pre-post improvement in both, Visualization and reasoning. However, this improvement occurred in both groups, thereby concluding that this improvement was not due to indirect training. Furthermore, no significant differences were found between men and women in any of the groups or conditions. These results clarify those of an earlier study where improvement in Visualization after training in Technical Drawing was found but did not include a comparison with a control condition. The control condition has proved to be important in order to consider the limitations of the effect of Technical Drawing on said improvement.

Previous studies on metacognitive performance have explored children&rsquo, s abilities during primary school (7&ndash, 11 years) in abstract and mathematical reasoning tasks. However, there have been no studies evaluating the metamemory processes with spatial tasks in primary school children, and even more generally, only a few studies have explored spatial metacognition in adults. Taking as a preliminary study a Spanish school, the present work explores the validity of the confidence judgment model when thinking about one&rsquo, s own performance in a spatial test, for boys and girls in Second Year of Primary Education (mean age of 7 years). A total of 18 boys and 15 girls applied a 4-point scale to evaluate, item by item, the confidence of their responses in the Spatial aptitude test &ldquo, E&rdquo, of the EFAI-1 (Factorial Assessment of Intellectual Abilities to mentally process visual stimuli). Accessibility and Accuracy Indexes were calculated for each item of the spatial task. The effect of gender was analyzed too. The tasks were administered in small groups, at the end examiners interviewed each participant, performing the confidence judgment task, item by item, of the EFAI-1 previously answered. The results (analyses carried out by SPSS) showed a high mean confidence (3 mean points out of a maximum of 4), without finding any significant differences either in the spatial performance or in the mean confidence rating between boys and girls. A significant relationship between confidence judgments and spatial task performance accuracy was found. The relationship between confidence judgments and spatial performance cannot be confirmed. The procedure adapted for testing spatial judgments about the own responses has been useful for showing the well calibrated perception about performance at this stage. The implications of the results of this exploratory study and the potential of the application of the procedure to promote thought about one&rsquo, s own spatial performance and the development of strategies that modulate the effective approach of this type of spatial tasks are discussed within an educational approach.

En este artículo se propone una visión narrativa de la Didáctica, en cuanto que experiencia formativa en la formación inicial del profesorado. Se destacan tres fuentes entrelazadas en su configuración: a) las tramas narrativas que componen la vida de las clases y los procesos de enseñanza; b) las historias con las que profesores y estudiantes nos hemos ido construyendo y en las que se asienta nuestro saber experiencial; c) las historias que van configurando la experiencia de formación en la asignatura de Didáctica. La indagación narrativa ofrece un modo de tomar estas múltiples historias para aprender de y con ellas. Aquí se expone una visión de esta Didáctica narrativa a partir de la indagación realizada con una clase de primer curso en el grado de educación primaria. A partir de relatos de experiencias se muestra el proceso de gestación de saberes didácticos personales; un proceso solo comprensible en la trama de historias que se fueron viviendo en el curso. Saberes entendidos como una especial disposición para relacionarse con lo que va aconteciendo y para ir creando y cuidando, en relación con lo que sucede, la vida de una clase abierta a la enseñanza, al estudio y al aprendizaje. El artículo pretende aportar una experiencia indagada narrativamente para que quien la lea pueda seguir pensando con ella. Para que pueda pensar en sus experiencias y pueda así captar lo que de narrativa hay en sus procesos de formación, y para vislumbrar la apertura narrativa que está en condiciones de asumir en su propia práctica. In this article a narrative vision of the Didactics is proposed, as a formative experience in the initial teacher education. For this, three interwoven sources stand out: a) the narrative plots that make up the life of the classes and the teaching processes; b) the stories with which we, teachers and students, have been building and on which our experiential knowledge is based; c) the stories that configure the formative process in the subject of Didactics. Narrative inquiry offers a way to take these multiple stories to learn from and with them. The article exposes a vision of this narrative Didactics from the inquiry made with a first course group in the primary education degree. Based on stories of experiences, the process of creating personal didactic knowledge is shown; a process only understandable in the plot of stories that were lived in the course. A knowledge that is understood as a special disposition to relate to what is happening and to create and care for, in relation to what happens, the life of a class that it is opened to teaching, to study and to learning. The article aims to provide a narratively inquired experience so that whoever reads it can continue thinking with it. So that you can think about your experiences and thus capture what is narrative in your training processes, and to glimpse the narrative openness that you are able to assume in your own practice.

Currently, there is evidence that spatial skills training leads to an improvement of such skills, although studies with children in the Preschool stage are very scarce. This paper aims to examine the effectiveness of mental rotation (MR) training and sex differences in preschool children. Two experiments were carried out. Experiment 1 included 59 children of 1st course (aged between 3 and 4 years) and Experiment 2, 61 children of 2nd course (aged between 4 and 5 years) of Preschool Education, distributed into control and training groups. The results showed a significant improvement in the MR ability of the training group (measured through a different test than the one used for training) only in the older children, and a tendency toward significance in the younger participants. Moreover, no sex differences in MR or group differences across age groups were found. These results regarding MR training support the malleability of spatial skills approach, particularly in 4-5 year-old preschoolers. This malleability should be enhanced in our educational system, as well as the implementation of educational and social policies that tend toward equality between sexes in the development of spatial skills. This can promote an equitable access to academic careers requiring high spatial skills such as engineering, science, technology or mathematics, in which nowadays women are underrepresented.

To understand how Diabetes causes impaired repair of injured tissue, one must first understand how wounds are repaired under normal conditions. Therefore, a brief overview of this process is included in the following paragraphs.

El presente artículo pretende resaltar la importancia del saber de la experiencia dentro del proceso de formación del profesorado. Pero para ello es necesario alejarse de la imagen de la experiencia como simple acumulación de saberes prácticos. El saber de la experiencia remite a un modo, siempre en movimiento, de preguntarse por el sentido de lo vivido y de lo que significa y supone la relación educativa, siempre atravesada por la cuestión de la alteridad. No es tanto un saber que se transmite, sino que es necesario ayudar a elaborar y a contar con él como bagaje y disposición fundamental en la tarea educativa. ¿Qué nos reclama el saber de la experiencia en los procesos formativos? ¿Cómo poner en juego los saberes de la experiencia, la disposición pensante ante lo vivido, como elemento nuclear de la formación? This article aims to emphasise the importance of learning from experience in the process of teacher training. In order to accomplish this, we need to distance ourselves from the image of experience as a simple accumulation of practical knowledge. Knowledge gained from experience consists of a way, which is always changing, of wondering about the meaning of our experiences and the meaning of the educational relationship, always affected by the question of otherness. This is not so much knowledge that is transmitted, but rather that it is necessary to help to develop and possess knowledge as baggage and a fundamental provision in education. What does knowledge gained from experience demand in training processes? How do we put into practice knowledge gained from experience, the philosophy related to what we have experienced, as a core element of training?