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Este artículo busca demostrar el valor formativo del movimiento corporal en los procesos de la mediación pedagógica de las habilidades matemáticas del estudiantado de educación primaria, el cual constituye un proceso investigativo realizado con la población docente del Sistema Educativo Sancti Spíritus, ubicado en el cantón de Esparza, de la provincia de Puntarenas, Costa Rica. La investigación parte de principios teóricos que evidencian que el movimiento corporal constituye un elemento central del aprendizaje en la infancia y contribuye al fortalecimiento integral de las capacidades y habilidades cognitivas, psicomotoras y sociales. El enfoque cualitativo utilizado en la selección de los instrumentos y análisis de la información recolectada permite concluir que, en el grupo de participantes, el movimiento corporal como recurso para la mediación de las habilidades matemáticas es poco frecuente; por lo que se plantea la necesidad de abandonar la concentración del aprendizaje en las capacidades de memorización y el replanteamiento en las formas como se asume la mediación pedagógica de la asignatura desde un currículo abierto, dinámico, creativo, eficaz y de calidad. Esto con un enfoque pedagógico innovador que responda a los principios de una educación transformadora, la cual, desde el movimiento corporal (entendido como las capacidades naturales de saltar, dar vueltas, caminar, correr, mantener el equilibrio, la coordinación y la habilidad para concentrarse), convierta a cada estudiante en protagonista de su aprendizaje, posibilitando su unificación física, emocional y cognitiva.

En la actualidad, los contenidos sobre los riesgos naturales están teniendo un interés notable en el ámbito educativo debido a la acción formativa y de concienciación de los más jóvenes. El objetivo de este trabajo es examinar las imágenes que se recopilan en los libros de texto de Ciencias Sociales (3er ciclo de Educación Primaria) que hacen referencia a riesgos naturales, con la finalidad de analizar el tipo de riesgo, grado de catastrofismo, y el contexto territorial al que se adscriben para explicar estos fenómenos en España. A partir de la revisión de las principales editoriales españolas (Anaya, Bromera, Santillana, SM, Vicens Vives), los resultados obtenidos ponen de manifiesto que, de 640 imágenes identificadas, la mayoría hacen referencia a las sequías (38,2%) e inundaciones (29,4%). Respecto al grado de catastrofismo, el 67,6% se presentan con esta finalidad, y en cuanto al contexto territorial, en la mayoría (79,4%), no se identifica la localización geográfica. Como conclusión cabe destacar que la educación para el riesgo en las etapas formativas iniciales es fundamental en el contexto actual de cambio climático para la formación de sociedades más resilientes, pero debe estar basada en el rigor científico de los mensajes a comunicar.

This article evaluates the implementation of a pedagogical model of education for environmental citizenship in primary education, in Portugal (students between 6 and 10 years old). The objective was to test a pedagogical model in a real school context, trying to answer the following research questions: (1) What are the main factors that support or justify the realization of an education for environmental citizenship in primary education? (2) What are the main factors that make difficult to conduct an education for environmental citizenship in primary education, and how to overcome them? (3) What are the perceptions of the primary education teachers about the suitability of this model for conducting an education for environmental citizenship at this school level? This test is one of the iterations of a Design-Based Research aimed to design a pedagogical model of education for environmental citizenship in primary education, in Portugal. This implementation was carried out in four public schools, in Portugal, with 23 classes (guided by 23 teachers), and about 500 students, in total, distributed over the 4 years of schooling. Based on direct observation, field notes and semi-structured interviews with teachers, it was possible to answer the research questions as well as identify their perceptions regarding the main skills to be developed by students, the respective methodologies and the teaching-learning strategies considered the most appropriate for an education that promotes environmental citizenship skills. [ABSTRACT FROM AUTHOR]

Research in science education supports the need to teach biological evolution from the end of Primary Education. Improving teacher training in this area and compelling and engaging educational resources are necessary to achieve this goal. This study describes a teaching intervention that uses analogies between biological evolution and language changes over time to help students understand various basic concepts of molecular evolution. These concepts include homology, mutation, processes of heredity, variation, and selection, as well as the construction and interpretation of evolutionary relationships in phylogenetic trees. The study results show that this teaching approach improves students' understanding of biological evolution and overall perception of the activity. Students (143 pre-service teachers) reported experiencing more positive and fewer negative emotions and had a positive view of the intervention concerning their future profession. The study also found significant associations between students' emotions, subjective value, and final achievement. These associations can be considered when using analogies to enhance science teaching. [ABSTRACT FROM AUTHOR]

Introduction: Didactic outings have a wide educational potential, as they allow us to connect learning with the environment and get closer to our heritage to know and value it. Likewise, they promote the acquisition of social and civic skills, essential for the comprehensive development of people. Taking into account the above, the objective of this research is to analyze the use of didactic outings in the Primary Education stage to teach and learn social and cultural knowledge. Method: To this end, an ethnographic investigation has been designed, focused on a case study, which involves a qualitative methodological approach. The sample was made up of 22 students (n=22) from the third year of primary school and a teacher. The collection of information was carried out through an interview directed at the teacher and the use of observation rubrics to understand the students’ perspective. Along with this, a content analysis of the Center’s Educational Plan has also been carried out. Results: The results show a lack of teacher training to face the design of didactic outings that integrate the social and the heritage, as well as lack of knowledge, on the part of the students, of essential elements of our local heritage. Conclusions: Consequently, the importance of continuing to improve the initial and continuing training of teachers is highlighted so that the teaching of social sciences is based, to a greater extent, on active learning methods that contemplate the use of outings and itineraries and the exploration of the environment. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Salud Bienestar y Sociedad is the property of Common Ground Research Networks 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 need to effectively address school coexistence in students in the first year of elementary school has motivated this study, focused on the design and implementation of a program of neurodidactic strategies. With the purpose of strengthening coexistence norms, the main objective was to explore neurodidactic theories and evaluate their applicability in the school context. The sample included 34 parents and 11 teachers from the Interamerican Bilingual Educational Unit. The methodology included an exhaustive bibliographic review, surveys, participant observation in the classroom and validation by expert criteria. The results, derived from the initial diagnosis, revealed problem areas in school coexistence, highlighting the need for specific interventions. The literature review provided the theoretical basis for the design of neurodidactic strategies adapted to these needs. Validation by expert criteria supported the relevance and quality of the designed program. Parent and teacher surveys reflected divergent perceptions on coexistence and neurodidactic strategies, underscoring the importance of considering the perspectives of both groups. This study, by integrating theoretical contributions with the practical reality of the classroom, presents a comprehensive approach to improve school coexistence and promote the integral development of first grade students. [ABSTRACT FROM AUTHOR]

Copyright of Revista de la Asociacion Aragonesa de Criticos de Arte is the property of Asociacion Aragonesa de Criticos de Arte 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.)

The article analyzes the development of literary competence in the Primary Education stage in schools in the Basque and Navarre Communities. Differences between schools are examined based on their ownership, territory, and educational cycle, as well as the impact of certain personal aspects of teachers on their teaching practice. The study concludes that the majority of schools do not follow the criteria and didactic proposals defined by scientific literature, and that there are no significant differences between territories or schools based on their ownership. Furthermore, it is confirmed that literary education is losing space as the stage progresses, especially in the third cycle. [Extracted from the article]

Currently, the content on natural hazards has been attracting significant interest from the educational field due to the awareness-raising and training efforts carried out among the younger cohorts. The objective of this research is to analyze the images that are inserted in the school textbooks of Social Sciences (3rd cycle of Primary Education) that refer to natural hazards, the type of risk, the degree of catastrophism, and the territorial context to which they are assigned to explain these phenomena in Spain. Based on a review of the main publishers used in Spain (Anaya, Bromera, Santillana, SM, Vicens Vives), the results obtained show that, out of 640 images identified, most of them refer to droughts (38.2%) and floods (29.4%). Regarding the degree of catastrophism, 67.6% are presented with this purpose, and as for the territorial context, in the majority (79.4%) the geographical location is not known. In summary, risk education in the initial training stages is essential in the current climate change context for the formation of more informed and safer societies. However, the messages to be communicated must be based on scientific rigor. [ABSTRACT FROM AUTHOR]

The aim of this study was to identify and analyse information and communication technologies (ICT) tools that, in the educational field, increase the amount of physical activity carried out by students aged 5 to 12 years old and/or increase their interest and motivation for such activity. Studies published in three databases were examined: Scopus, Web of Science and SPORTDiscus, following the guidelines of the PRISMA statement. A total of 747 articles were identified, of which eleven met the inclusion criteria. The results showed the ineffectiveness of ICT in increasing the practice of physical activity, but found that they provided great benefits in the interest and motivation of students towards the practice of physical activity. The potential of ICT in school physical education shows us a possible strategic alliance that teachers should value as a way of approaching and adhering to the practice of physical activity. [ABSTRACT FROM AUTHOR]

Currently, the development of training programs in socioemotional skills in childhood has increased because they are considered as a valid tool for adaptation and coping with a variety of situations, both academic and personal. However, there are few studies that show a comprehensive view of available evidences. This research presents an umbrella review based on PRISMA method guidelines. It includes reviews on socioemotional development programs applied in Primary Education with the aim of synthesizing their characteristics and compiling the main results on their effectiveness. The following databases were used: ERIC, WOS, PSYCINFO, SCOPUS and COCHRANE. After a blind peer process, 15 reviews that met the inclusion criteria were selected and analysed. Using the AMSTAR-2 and SANRA tools, it was found that 60% of secondary studies have critically low or low quality. Thirty nine programs reported in good quality reviews were identified, 51.2% presented moderate or strong evidence and reported significant effects mainly on behavioral adjustment, social and emotional competencies and academic skills. The impact of the methodological quality found and the evidences on the interpretation and generalization of the findings is discussed. [ABSTRACT FROM AUTHOR]

Objectives: To identify the knowledge about the immediate management of dental fracture and avulsion of Primary Education students of a national university in 2023. Materials and Methods: It was a descriptive and cross-sectional study, with a sample of 112 students that were divided into two groups, middle-year students (61) and final-year students (51), who were sent a validated virtual optional questionnaire multiple that accepts a single answer, consists of 5 general data questions and 10 knowledge questions. According to the stanine scale, it was classified into three categories: Poor (0-7.1), Regular (7.2-12.9) and Good (13-20). Results: 65.1% were women and 34.9% were men. 71.4% of the participants responded that they did not have information about first aid in dental trauma. 39.3% of the students had fair knowledge while 34.8% had poor knowledge and 25.9% had good knowledge. Conclusions: The knowledge of Primary Education students was regular. [ABSTRACT FROM AUTHOR]

This study explored gamification in primary mathematics education, aiming to enhance student engagement and motivation. Employing an observational and mixed-method approach, it assessed key teaching competencies. The objective was to analyze the impact of gamification in mathematics teaching and evaluate associated teaching competencies, considering the influence of age and work experience. An observational, descriptive, and prospective design was used. Ten educators from the Republic of Ecuador Educational Unit participated. A questionnaire addressing teaching competencies in areas such as scientific, didactic, and digital was administered. Central tendency measures were calculated and disaggregated by age and experience. Didactic competencies received high scores (9.88), while digital competence showed some variability (8.92). Age influenced digital and scientific skills, while experience highlighted scientific and organizational competencies. The study underscores the critical importance of multifaceted teaching competencies. Identified trends emphasize the need for adaptation and continuous training, addressing generational gaps and designing specific strategies. The research supports theories advocating for a holistic approach to teacher training and highlights the relevance of effectively integrating technology in education. [ABSTRACT FROM AUTHOR]

The aim of this work was to investigate the sense of place of 35 mexican second grade elementary school students as a fundamental element to improve teaching and learning processes, especially in socio-environmental topics. Methodologically, an interpretative perspective is used. The students were asked to draw three pictures: the environment, their favorite places at school and their favorite places at home. Based on their individual drawings, three separate individual interviews were conducted with 35 students. All data was analyzed using Atlas.ti software and an inductive approach to data analysis was used. A compositional interpretation was used to analyze the drawings. The principles of conversational analysis were used to analyze the text of the interviews. The results show that a sense of place is a complex concept in which not only the biophysical and spatio-temporal, but also the psychological, sociocultural, economic, and emotional aspects are present. The students explain environmental degradation by the lack of rules or sanctions related to environmental care. The students' gender as an indicator of the sense of place was also different for boys and girls. Finally, emotions, freedom and autonomy are three important aspects that explain students' attachment to place. Consequently, these aspects could be considered when designing and developing teaching strategies to strengthen the sense of place. [ABSTRACT FROM AUTHOR]

Cartography is fundamental in geography education because it helps us understand the world and explain reality. This study focuses on analysing maps in 5th and 6th grade primary school textbooks published under the LOMCE and current LOMLOE legislative frameworks. Using analytical categories and the ATLAS.ti software, the typology of maps, the information that they provide, and the type of activities are analysed. The results indicate a smaller presence of maps in LOMLOE textbooks, although with a more significant didactic role. The purpose of these maps is not merely aesthetic, but fundamentally informative and explicative, and the territorial scope is diverse. A trend towards the inclusion of activities with a higher level of complexity is detected. Finally, the value of Cartography for geography teaching is discussed. [ABSTRACT FROM AUTHOR]

This work studies whether the 5E inquiry model can be effective for science teaching in primary education. A series of activities related to the senses have been designed for each of the phases established by the model (Engage, Explore, Explain, Elaborate and Evaluate). The written productions and video recordings of the sessions carried out with 54 first-year Primary students are analyzed. The results have made it possible to verify a successful acquisition of content related to the senses by the students. [ABSTRACT FROM AUTHOR]

The main objective of this research is to establish a relationship between football literature and education, analysing the pedagogical value of football literature. For this purpose, based on the novel Egun gorriak (2019) by Esti Vivanco, a narratological analysis of the novel has been carried out, following the model of Gérard Genette (1989), and subsequently, based on the classification models of Rafael Bisquerra (2009) and Ricardo Marín Ibáñez (1976), the emotions and values displayed in the novel have been studied. Hence, it has been concluded that football literature can be a potential tool for education, since it not only awakens their motivation and interest, but when football is turned into words, it provides the opportunity to work on emotions and values. [ABSTRACT FROM AUTHOR]

The article titled "Music and TikTok in Social Sciences: A didactics of brain languages" presents a novel intervention in primary education using TikTok as an interdisciplinary tool. The study uses quantitative and qualitative methodologies with 101 fifth-grade students, and the results show a positive impact on the understanding of content about the Middle Ages. The effectiveness of this approach in improving student participation in current interdisciplinary education is highlighted. [Extracted from the article]

This article highlights the relevance of School Financial Education (SFE) as a component of the Elementary School curriculum, demonstrating its importance for the formation of competent individuals in managing their financial resources. Through the analysis of current public policies, particularly the National Common Curricular Base (BNCC), the text explores the integration of personal finance concepts into the school curriculum and discusses pedagogical strategies for its implementation. The article is qualitative in nature and illustrates the applicability of SFE in practice, describing the development and execution of SFE pedagogical activities adapted to students in the early years (4th and 5th grades) of Elementary School. These activities demonstrate the possibility of introducing SFE effectively and meaningfully from the early years of education. Based on the responses obtained, it is inferred that students still have difficulties in formulating numerical expressions and interpreting problems, indicating areas that may need reinforcement or different pedagogical approaches. The results of these activities and their contribution to students' understanding of financial management are also discussed, highlighting the effectiveness of SFE as a teaching tool. [ABSTRACT FROM AUTHOR]

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.)

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Augmented Reality (AR) allows the person using it to have a mixed interaction experience between the real world and the virtual world. Although it is a recently emerging technology in progressive growth and development, it is largely unknown in the educational world. Therefore, the main objective of this paper is to analyze the impact and use of Augmented Reality as a pedagogical tool in Primary Education. For this purpose, a systematic review has been carried out with publications between 2018 and 2022. Ten studies have been selected from three different databases (Dialnet, Scopus and WoS). The results largely suggest that AR improves and increases motivation and academic performance in students. However, there are studies that show that this effect is null in both dimensions. [ABSTRACT FROM AUTHOR]

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En un contexto de uso creciente de las Tecnologías de la Información y la Comunicación (TIC) durante la infancia, investigaciones recientes han abierto un debate respecto al posible impacto nocivo de una sobreexposición no mediada a estas herramientas en el desarrollo de la competencia lectora. Ante este panorama, y habida cuenta de la relevancia de la familia como contexto de alfabetización, se desarrolló una investigación de tipo ex post facto con estudiantes de segundo y tercer ciclo de Educación Primaria (N= 410) enfocada a explorar el grado de mediación parental en la utilización de las TIC por parte del alumnado y a analizar el vínculo de esta variable con su nivel de comprensión lectora. Los resultados evidencian un uso de las TIC mayoritariamente lúdico y carencias en la mediación parental, con la existencia de un mayor número de situaciones riesgo conforme aumenta la edad. Además, se encuentra una asociación del índice de mediación parental en el uso de las TIC y el nivel de comprensión lectora entre el alumnado de sexto curso, fundamentalmente en los niveles inferencial y crítico, lo que corrobora el potencial impacto negativo de un uso abusivo y no mediado de las TIC sobre esta competencia.

Las tecnologías digitales (TD) están transformando la educación, exigiendo a los docentes desarrollar competencias digitales. La madurez digital de las instituciones educativas es cada vez más importante con la integración de las TD en las estrategias y prácticas docentes. El objetivo del estudio es definir acciones e identificar ámbitos de actuación para mejorar la Competencia Digital Docente (CDD) y avanzar hacia la madurez digital. La revisión está basada en el modelo PRISMA entre 2017 y enero 2023. Las bases de datos utilizadas son WoS, Scopus y ERIC. Después de aplicar los criterios, la muestra es de 25 artículos. Las siete líneas de acción para mejorar la CDD son la formación, la autoeficacia, la evaluación, la integración de la Competencia Digital (CD), el asesoramiento, la reflexión y la integración en el currículo. Para avanzar en la madurez digital se distinguen cuatro ámbitos a tener en cuenta: CD del alumnado, CDD, gestión de recursos e infraestructura y gestión del centro educativo.

Se presenta una investigación educativa en la que se trabaja el concepto de fósil con estudiantes del segundo ciclo de Educación Primaria en un centro escolar granadino. Para ello se ha diseñado e implementado una intervención en el aula, basada en la argumentación. Se muestran, analizan e interpretan aquí los resultados descriptivos del cuestionario previo a la intervención, y del estudio evaluativo al comparar los resultados tras la misma. Se concluye que los estudiantes encuestados comparten ideas previas con otros estudiantes españoles de su nivel educativo. Por otra parte, se considera que la intervención ha sido efectiva en varios aspectos en relación con la adquisición del concepto de fósil, aunque la obtención de resultados significativos requiere de mejoras futuras de la investigación y de una ampliación de la muestra.