Pedagogía

Los cambios para el desarrollo educativo de España se ven reflejados en el cine realizado durante la Transición política que, en este trabajo, enmarcaremos entre los años 1973 y 1982. Con este estudio se pretende acercar a la sociedad contemporánea, partiendo del llamado Séptimo Arte, a la educación dada y recibida por la mujer durante la dictadura franquista, a través de películas como las realizadas en 1974 por Saura, La prima Angélica, o en 1975 por José Luis Borau, Furtivos.
Durante el Franquismo, la mujer tuvo un papel sesgado enmarcando sus posibilidades dentro de los roles establecidos por la familia tradicional. Una vez muerto el dictador se abrieron nuevas posibilidades para el sexo femenino; ya su destino no era sólo el ser monja, esposa o madre, sino que se contemplan también las posibilidades de promoción profesional e individual.

The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.

Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.

"Resumen
Este artículo es el resultado de un trabajo de investigación sobre el poeta español Miguel Hernández: su función como comunicador político y educador en el frente republicano en la Guerra Civil Española (1936-1939). En la introducción se presenta al poeta, su función de comisario político. Metodológicamente utiliza el análisis del discurso, que permite diseccionar la forma de ejercitar su vocación de periodista-comunicador político y educador. En la presentación de los resultados se manifiesta su tarea educativa-periodística, que dedica textos a la educación en valores del soldado. Como conclusión, su función social es un producto mixto, polisémico, que reavivaba la moral de los combatientes, al tiempo que les instruía, lo que convierte a Miguel Hernández en un predecesor de la educomunicación de emergencia en tiempo de guerra.

Abstract:
This article is the result of a research project that deepens into the less known facets of the Spanish poet Miguel Hernandez, as political communicator and educator at the republican front during the Spanish Civil War (1936-1939).In the introduction, the poetis presented in his charge of political commissar, who produced political communication in the newspapers of the republican front, together with education and formation. From the methodological perspective, his texts are studied through Discourse Analysis that enables observing his way of developing his vocation as journalist/political communicator and educator: 1)journalist, as he wrote in different war newspapers; 2)political communicator due to his responsibility as political commissar; and 3) educator by means of the his texts, those of a poet compromised with the war, who is emotionally moving to every soldier in the trenchs;  transversal because his texts written in a poetic style, ideologized or politized, transcend journalism .In the presentation of the results,his educative-journalist task is over whelming He devotes his texts to education for values of soldiers. As conclusion, his social function is a mixed, multifaceted and discoursive one that is impregnated with poetry and passion, that serves to better the mood of soldiers, while being instructed, which turns Miguel Hernández into the predecessor of educommunication / media literacy (one of emergency in war time)."

During the late 1960s and into the 1970s game-based approaches to sport teaching and coaching emerged in scholarly literature on sport and physical education teaching. Game based pedagogical approaches for games and sport teaching have been distinguished by some authors through the more prominent emphasis on guided discovery teaching and student/athlete reflective thinking than what occurs in the more historically common sport-as-sport techniques approach typified by a demonstration-replication, or 'transmission', method of instruction. However, guided discovery is also associated with another teaching approach that emerged in the 1960s, Style F of Mosston's Spectrum of Teaching Styles. In this paper we posit that rather than be seen as competing approaches, game-based approaches and The Spectrum of Teaching Styles should be seen as complementary as both are governed by a fundamental proposition – pedagogical decision making. In particular, due to the Spectrum of Teachin...

La influencia que están teniendo las redes sociales en todos los ámbitos es notoria y creciente. La educación no es una excepción. Presentamos un estudio1 basado en la utilización de Twitter en las aulas universitarias. Pretendemos conocer la valoración que 35 estudiantes de Pedagogía hacen del uso educativo de esta red social y los recursos sobre atención a la diversidad que han conocido a través de ella y que destacan para su formación. Concluimos que valoran muy positivamente el uso de la red como medio de aprendizaje y desarrollo profesional, y que seleccionan especialmente vídeos e imágenes como recursos didácticos.

This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality education in primary schools. The paper examined the role played by pedagogy in influencing learning achievement. The paper also assessed the role played staff development in promotion of quality primary education. The paper further investigated the influence of class size in promotion of quality primary education. .Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. This study uses the systems theory. Systems theory was advanced by Ludwig von Bertalnffy (1968). He emphasized that systems are open and interact with their environments to acquire qualitatively properties. Systems theory focuses on the arrangement of relations between the parts which connect them into a whole. It furthe...

The purpose of the research was to determine the styles of coping with stress among the students studying at the schools which admit the students with a special talent exam. The scope of the research involved the schools which admit the students with a special talent exam, the sample group included total 413 students; 226 males, 187 females, having education at the Faculty of Sport Sciences (SBF), the Dilek Sabancı Conservatory (DSK) and the Faculty of Fine Arts (GSF) in Selçuk University. Firstly, a personal information form and the Ways of Coping Questionnaire (WCQ) developed by Folkman and Lazarus (1980) and created as a short form by Şahin and Durak (1995) were used. By testing the homogenity and variance of data, the Independent Sample t-test for the gender factor, the One Way Anova for multiple comparisons,  the Tukey test for the resources of differences were applied. The Cronbach alpha value was determined to be 0,76 for the Coping Questionnaire. Depending on the gender factor; statistically significant differences were observed in all of sub-dimensions to cope with stress among the SBF, DSK and GSF students (P<0.05). Given the school types, there was a lower point in the SBF student averages concerning the desperation dimension rather than the other two schools as there was a higher average in the Conservatory students’ optimism dimension rather than the other two schools, a lower average in their social support points, these differences were regarded to be statistically significant (P<0.05). In accordance with the school type, differences between active and passive coping strategies did not have stable changes and any specific situation was not observed in the school type. This situation can result from the specific exam criteria and the ability and measurement techniques of the schools which admit the students with a special talent exam.

Los objetivos planteados  este libro, partieron de la necesidad de reconstruir históricamente las relaciones familia- escuela,  en el proceso de transición de la educación doméstica colonial a la educación pública republicana en Colombia; se buscó establecer las características fundamentales del período desde finales de la Colonia y de 1819 a 1830; explicar el proceso de la apertura  a la modernidad colombiana en cuanto a la nueva organización republicana y sus consecuencias en  la educación pública; reconstruir el papel desempeñado por padres y madres de familia frente a su función educadora durante este período inicial de transición de la educación familiar a la educación pública; analizar las nuevas formas relacionales entabladas entre la familia  y la escuela, caracterizando los tipos de problemas suscitados entre unos y otros con respecto a la nueva organización del sistema educativo; indagar sobre los principales métodos pedagógicos que se implementaron en el período y su impacto en la relación con  la vida familiar y, finalmente analizar la legislación en el campo educativo y el lugar asignado a las familias, para contextualizar la relación familia-escuela en el período de estudio.

Este trabajo se inscribe por su contenido en el campo de la Historia Social de la Educación, utilizando el análisis documental y el análisis de contenido.  En el vértice de la Historia Social y en convergencia con la Sociología de la Familia y de la Educación, se quiso explicar el origen y desarrollo de la relación de la familia y la educación, en una mirada que abarca desde finales del siglo XVIII hasta las tres primeras décadas del siglo XIX en Colombia. Para la realización del trabajo se revisó la base bibliográfica de la Biblioteca Nacional de Colombia y el Archivo General de la Nación y las fuentes secundarias disponibles sobre el período de estudio en la Biblioteca del Colegio de México y la Biblioteca Luís Ángel Arango. En fuentes primarias se rastreó exhaustivamente la legislación, la prensa, la correspondencia, manuales de enseñanza, manuales de padres y madres, discursos, memorias, catecismos políticos y de moral, reglamentos de policía, quejas, representaciones, actas y libros de familia. Para el caso de la prensa, se consultaron 151 periódicos de la época. En las fuentes secundarias se consultaron biografías, artículos y libros sobre Educación, Familia, Historia de Colombia y de América Latina, Pensamiento Colombiano y Latinoamericano, Padres de Familia e Instituciones Educativas, Ilustración, entre otros temas. 

Este estudio pretende hacer aportes historiográficos a la comprensión del sistema educativo colombiano en el contexto nacional en torno a los orígenes de la relación de la familia con la institución escolar, mostrando cómo muchas de las contradicciones iniciales se mantienen entre los dos actores educativos, padres y maestros, lo que obstaculiza la comunicación familia/escuela, los tipos de vinculación entre ambas e incide negativamente en los procesos de socialización de la infancia.

Está planteado en dos partes y cuatro capítulos; la primera parte contempla la educación colonial tanto pública como doméstica y la segunda, la educación republicana ofrecida por el Estado y las relaciones que los padres de familia generaron ante el nuevo sistema educativo.

El autor reflexiona en torno al significado de la emancipación intelectual del educando en el proceso de enseñanza-aprendizaje, a partir de la obra El maestro ignorante, de Jacques Rancière, y de la teoría de los actos humanos del filósofo español Antonio González.

Por ejemplo, un encuentro “cara a cara” con un cóndor o un huemul es hoy una experiencia mucho más rara que cuando fuera diseñado el escudo nacional. Sin embargo, cuando decidimos salir de las salas de clases, las oficinas, la internet, la televisión y los diversos edificios con sus ambientes artificiales, térmica y físicamente aislados, para recorrer praderas y matorrales, escalar montañas, bucear en el litoral, caminar explorando en el intermareal, las turberas o los bosques, volvemos a asombrarnos con la inaprensible ...

Resumen El arte no es fruto solamente de una inspiración vocacional desplegada ante la necesidad ineludible del sujeto creador, en la reproducción del hecho artístico. El acontecimiento musical-siendo específicos-es la consecuencia de una profunda interrelación pedagógica que sensiblemente desarrolla la estructura del interaprendizaje entre Maestro y Discípulo, la cual cumple, en el mejor de los casos, no solo con los propósitos para la adecuada transmisión de recursos técnicos y artísticos que permitirán el desenvolvimiento profesional y autónomo del alumno; sino que alentará en éste la incorporación de valores humanos elevados: "El arte al ser educador por excelencia, se convierte en promotor de personalización, humanización y transfiguración", como ha referido el sociólogo, escritor, músico y educador Luis María Gavilanes del Castillo.

I Laboratori Tematici di Ricerca sono spazi di costruzione della conoscenza, che attraverso un dispositivo riflessivo, ispirato alle comunità di ricerca e di pratiche, attivano processi di innovazione e trasformazione professionale e organizzativa, teorie locali e saperi situati sul lavoro socioeducativo, apprendimenti condivisi.
Riflettere su questa esperienza ideata e realizzata negli ultimi anni dalla Cooperativa sociale «La Grande Casa» di Sesto San Giovanni è un’opportunità unica di osservare dall’interno un esempio concreto di valorizzazione dei professionisti (gli educatori e le educatrici), che non sono meri esecutori di teorie apprese in formazione, ma, in linea con gli studi di Schon, Wenger, Mezirow, sono dei veri costruttori di teorie locali e di conoscenze pratiche insostituibili, che possono dare un contributo significativo anche alla ricerca, in questo caso, nel settore del Child and Family Welfare.
La pratica professionale dell’educatore, quando raggiunge livelli di qualità elevati, è certamente connessa alla capacità di fare ricerca, di tentare di comprendere la storia e la visione del mondo dell’utente che accompagna, bambino o adulto che sia; di individuare le migliori strategie per risolvere le problematiche e le difficoltà con cui questi si trova a convivere; di valutare la situazione, facendo scelte e assumendone il rischio, che potremmo definire “educativo” o “pedagogico”; di interrogarsi continuamente sulle proprie azioni, sulle modalità dei suoi interventi e sulle conseguenze delle sue decisioni; di verificare i risultati di quanto ha fatto e sta facendo; di esplorare l’ecosistema e tessere connessioni e relazioni.
Emergono così le voci e i percorsi plurali e situati di professionisti competenti che spesso non vengono ascoltati e che, invece, in questo contesto vengono assunti come contributi preziosi nell’arricchire e rinnovare una cultura socioeducativa e pedagogica che è il vero patrimonio di un’organizzazione del terzo settore come La Grande Casa.

This study aims to identify the nature of students’ difficulties in written expression in the Departments of English and Arabic at Al-Quds University. It also aims to identify the impact of each of the variables gender, level, department and achievement on the degree of students’ writing difficulties in both departments. To achieve the objective of the study, a questionnaire was designed comprising 32 items applied to the study sample which consisted of 128 students from the Departments of Arabic and English at Al-Quds University in Palestine. The results of the study showed that students’ difficulties in written expression were fain in degree; they also revealed statistically significant differences in the averages of students’ difficulties in written expression due to gender in favor of females, and the presence of statistically significant differences in the averages of the difficulties in written expression due to level, and in favor of third and fourth year students; there were...

The purpose of the present research is investigating the effects of mathematical modelling activities on the difficulty perception of numbers sense, which is perceived as difficult by primary school 4th grade students, and achievement. The problem statement of the present research was formed as “Does mathematical modelling strategy has any effects on 4th grade students’ levels of difficulty perceptions and their achievement related number sense learning field?” The present research was conducted in accordance with quantitative research methods in two steps. The first step was conducted in accordance with survey model on 207 students, who studied in Selcuklu district of the province of Konya in the spring semester of 2013-2014 School Year. The second step was also conducted on 61 students from two equal classes of Esrefoglu Primary School in accordance with experiment model with pre-test-post-test and control group. In order to collect data for the present research, “Numbers Learning Domain Achievement and Difficulty Perception Scale (NLDADPS) Form A and Form B” were employed as pre-test and post-test on experiment and control groups, “Observation Form for the Evaluation of the Experimental Procedure” was employed to evaluate the implementation on the experiment group, and “Observation Form for the Evaluation of the Problem Solving Activities Conducted in Control Group” was employed to evaluate the teaching conducted on control group. All of the scales were developed by the researcher. It was found that mathematical modelling activities were more effective on procedural knowledge and concept-procedure connections dimensions of the topics than traditional problem solving activities, and enabled developing positive attitudes towards mathematics and contributed to the development of metacognitive skills required for establishing concept-procedure connections.

Aunque a veces se considera una moda o, peor aún, se convierte en un mito, la enseñanza por proyectos resulta una estrategia imprescindible para lograr un aprendizaje escolar significativo y pertinente. En este artículo se tratan de precisar características, ventajas, fases más genéricas y peligros que deben evitarse en esta clase de iniciativa. También se señalan tres tipos recomendables de proyectos de investigación estudiantil y otras actividades que pueden acompañar e interactuar fecundamente con ellos. El trabajo considera aspectos correspondientes al espacio entre las grandes declaraciones de principios y la práctica diaria en las aulas, intentando dar orientaciones útiles a maestros y a formadores de maestros.

This research had purpose, evaluating the use of teaching strategies for the strengthening of school coexistence of vulnerable young people, to thus finally formulate a series of teaching strategies for the inclusion of young people displaced by the violence to the educational system in the historical centre of Barranquilla-Colombia; looking so ensure to children and adolescents rights reflected in the Constitution (1991), for their full and harmonious development, where is guaranteed the right to education according to the guidelines set forth by the Ministry of national education [MEN], 2006. This study was built from the methodological perspective mixed (qualitative-quantitative), phenomenological, descriptive type with a field design, non-experimental. As population were analyzed to 100 students of the Maria Inmaculada school district, belonging to the tenth degree. Thus, concludes that education as a global process of society, is currently in a plot of principles, fundamentals and values that should promote basic substantive changes of creation and regeneration of the culture. So, could be in addition to UNESCO, said that the armed conflict in Colombia and violence crime in the region, severely affect the educational process, since Colombia is to become a scene of displaced persons, armed against schools, violence creating a series of traumas in the school population.
KeywoRds: Pedagogical strategies, school coexistence, displacement and vulnerability

This paper shows the findings of a study conducted in three Chilean universities in 2014. It aims to analyze EFL student teachers’ preferences regarding their teaching and learning styles. 279 participants answered the teaching style inventory and 238 took the learning style questionnaire. These participants are first, third and fifth year student-teachers. This study uses Grasha and Riechman’s model to study teaching and learning styles. These authors propose a classification, cluster grouping and integrated clustering (Lewis, 2014; Grasha y Riechmann, 1975). The findings reveal that all student teachers favor the Facilitator teaching style and the Collaborative learning style.

Este trabajo constituye un intento de profundizar en la tarea del docente en la articulación de saberes en el aula, especialmente cuando se presentan preconceptos del saber popular que se contraponen con los conceptos académicos. Se toma como marco teórico el
desarrollo de Ausubel sobre el aprendizaje significativo, haciendo especial énfasis en el trabajo con ideas previas, para finalmente plantearse algunos ejemplos de aplicación para el caso de la asignatura Derecho Internacional Público (carreras de Abogacía y Notariado de la Facultad de Derecho de la Universidad de la República (UdelaR)

La creación de una cultura inclusiva es la principal tarea educativa de diversos centros educativos chilenos, en especial desde la promulgación de la Ley de Inclusión el año 2015. Desde esa época se establece como prioridad el desarrollo de una cultura inclusiva en las escuelas y en la propia sociedad. El presente estudio analiza cómo perciben el fenómeno de la inclusión educativa, los profesores de educación básica, los profesionales del Programa de Integración Escolar (PIE) y las familias de estudiantes con Necesidades Educativas Especiales (NEE) de un caso único de carácter instrumental de la ciudad de Pelarco, región del Maule. La investigación se enmarca dentro de un enfoque cualitativo, bajo un diseño de estudio de caso y análisis de contenido. Dentro de los hallazgos de investigación se destaca la transición entre un modelo de integración escolar a uno de inclusión educativa. Así mismo, persiste la tendencia a tipificar al estudiantado desde la noción de déficit y el arraigo de un modelo biomédico centrado en la discapacidad que media el discurso y las representaciones mentales de los participantes. Finalmente, los actores establecen la necesidad de contar con profesionales en el ámbito educativo con un perfil inclusivo, que promueva acciones de cambio y mejora al interior de cada comunidad educativa.

La pedagogía interpretada apenas como ciencia social que estudia la educación suele quedar relegada a su uso técnico, sistémico y dis-ciplinar. Sin embargo a partir de la reinversión que impulsa la in-vestigación narrativa en la educación postulamos dislocarla de esta noción clásica y proponemos comprenderla como una narrativa en la que se verbalizan relaciones humanas de educación en un senti-do extendido y vital. Específicamente en este texto desarrollamos la idea de descomposición de la pedagogía, desde el reconocer de su carácter subversivo, creativo, nómade y humilde, como una intención-siempre parcial y transitoria-de restaurar modos de conocer, ser y saber que amenacen la normalidad del saber desde el valor de las experiencias y la vida humana.

Co-edited with Shannon Kincaid and Amy Traver, volume will be published with Sense Publishers https://www.sensepublishers.com

Contents:
Arts

“Object Poetry” as a Source of Inspiration for Design Studies
Ravid Rovner

Arts Integrated Learning Through Poetry: Implementing Awareness, Metaphor, and Play Across Curriculums
Alison Cimino

Biology

Poetry in a Biology Classroom
Urszula Golebiewska

English

An Initiation into Academic Discourse with Poetry
Susan Lago

Poetry and Student Learning
Angela Hooks

"Thirsty Women and Fuckboys:" Teaching Shakespeare with Memes
Kathleen Alves

In Deference to Dreams Deferred: Langston Hughes' poem, “Harlem (A Dream Deferred)” and its Application Across the Curriculum
Alice Rosenblitt-Lacey

History

Expressive Content Writing: The Inclusion of Poetry in Undergraduate History Courses
Frank Jacob

Philosophy

Pedagogy in Verse: A Philosophical Approach to Poetry across the Curriculum.
Shannon Kincaid

Empowering Poetic Defiance: Baudelaire, Kant and Poetic Agency in the Classroom
Joshua M. Hall

Sociology

Contextualizing Math and Poetry in Community College Courses: Impacts and Implications in Introduction to Sociology
Amy E. Traver

The study investigated the availability of safety and security facilities in public primary schools in Kaduna state. The study adopted a descriptive survey research design. A questionnaire titled " Availability of Safety and Security Facilities in Public Primary Schools " (ASSFPPS) was used for data collection. Twenty (20) randomly selected primary schools were used for the study. A total of Fifty (50) head teachers and teachers participated by responding to the items on the questionnaire. The data collected were analysed using frequencies and percentages. The findings of the study revealed the dearth of safety and security facilities in primary schools in Kaduna, as there were only very few of such facilities available in the schools that were visited. It was recommended as a matter of urgency that government should provide safety and security facilities such as fences with security barbwires, lockable gates, metal detectors, fire extinguishers, uniformed armed security personnel, close circuit television cameras, among others. Head teachers and other school personnel should be security conscious and alert at all times. School authorities should beef up security in all nooks and corners of their schools to make their schools safe havens for teaching and learning. All staff should be trained in safety and security management. Safety and security concepts should be included in the universal basic education curriculum across all classes to create the necessary awareness in the most vulnerable children in our society. A school environment devoid of crime, abduction, rape, violence and the likes is a place where

Analizar e interpelar los distintos componentes del hecho educativo a la luz de las experiencias que hemos transitado recientemente, e iniciar una reflexión en torno de las “nuevas” modalidades o formas que debiera adquirir, sin lugar a dudas, implica la comprensión en primera instancia de las dos modalidades que se han puesto en coexistencias y como “posible normalidad”, es decir, comprender el hecho educativo en la modalidad de la presencia física y de la misma manera en la modalidad de la presencia virtual. Sólo a partir de comprender acabadamente ambas, podremos mixturarlas, integrarlas, ensamblarlas y hasta ir más allá, y empezar a analizar y planificar la forma de experiencias híbridas, nuevas, diferentes. Una nueva modalidad en que el acto educativo circula normalmente entre diferentes presencias, ambientes, recursos, sujetos, tiempos y espacios de manera prácticamente invisible o transparente para quienes lo habitamos y somos sujetos y actores de él.

El Liber de pia educatione es un opúsculo pedagógico escrito por
el carmelita español Juan de Sanpedro Ustárroz (P. Juan de Jesús María) en el año 1606 para que sirviese como guía de los maestros de las recién fundadas Escuelas Pías en Roma. Su presencia en numerosas bibliotecas de las primeras comunidades fundadas por la naciente Orden confirma el influjo e importancia que dicho opúsculo tuvo en la práctica educativa de las escuelas de san José de Calasanz. A pesar de su carácter práctico, es posible entresacar algunos elementos fundantes que permitirán entrever el concepto de educación que subyace en este escrito. Para ello, se atenderá tanto al contexto literario como ideológico del opúsculo para dilucidar el concepto de antropología, del maestro y de la educación que, como se percibirá, tenía este autor. Respecto a la metodología utilizada, se ha optado por acudir a la hermenéutica de los clásicos del pensamiento occidental propuesta por el Dr. Josef Pieper, ya que esta se adecúa convenientemente al objeto a estudiar.

The use of Instant Messaging (IM) applications on the mobile phones of the youth has become inextricably attached to their everyday lives. Students on university campuses cannot leave their mobile phones behind for a minute because of the importance they attach to the use of IM applications. This paper investigated how the use of abbreviations in IM affects the writing of Standard English language of learners of English as a second language. A sample of 150 students in their 3 rd and 4 th years at Kenyatta University was used. The study also interviewed a lecturer on the problem. While students indicated that the IM usage does not do any harm to their formal English writing, a faculty member disagreed. It was recommended that awareness should be created through seminars and lectures to bring the issue to the fore for students. This would help students to be cautious of the use of IM. Article visualizations:

Preschool education has special importance in the development processes of children at 3-6 age, which is the period when the foundations of individual development are established. In this period, the development of children is supported by education and appropriate environmental conditions, and in this context, the quality of the physical environment has great significance in education process. Today, the development of creative thinking of individuals is considered as one of the conditions which improve the standards of societies. Since creative thinking is significantly developed and formed in preschool period, the improvement of children&#39;s creativity is considered as one of the objectives of preschool education. In this context, proposes a design approach taking changeability as its basis to support creative thinking of children in preschool environments. This paper is based on the findings of a doctorate thesis, integrating preschool education and architecture, completed by ...

Esta es la segunda edición (corregida y ampliada) del libro que fue publicado en su primera versión en el año 2013. Es el resultado de investigaciones realizadas en la Facultad de Ciencias Militares por profesores investigadores y profesionales en educación, ciencias militares, psicología y de otras áreas de conocimiento relacionadas con la formación militar. El propósito de la obra es brindar a la comunidad académica en general y a la Escuela Militar de Cadetes “General Jose Maria Córdova” en particular, una serie de instrumentos que permitan mejorar los procesos académicos de investigación formativa y el desarrollo de competencias.

This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Muğla Sıtkı Koçman University. “Digital Citizenship Scale” developed by İşman and Güngören (2014) and “Democratic Values Scale” developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers’ digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers’ scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use.  There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables.