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Critical thinking is present in the educational intentions in higher education with more or less programmatic development. In the training of social educators, such thinking is considered a fundamental pillar for a good performance of their functions in the social field. By means of qualitative and quantitative instruments, we set ourselves the objective of knowing the opinions of 72 Social Education degree students of the University of Huelva (Spain) about critical thinking, higher education, and their position on the subject. The results obtained showed that students have an approximate general knowledge of what critical thinking is, but a clear lack of knowledge of how it is developed. In addition, it is observed that there is a great contradiction between what they say and what they actually do, as, although they value its development in the degree and professional performance, they do not develop or commit themselves de facto to this competence. Moreover, they recognize that the university is a context that favors critical competence, but at the same time they are very critical about the teachings offered in this regard.
Francisco García-Moro; Diego Gómez-Baya; Alicia Muñoz-Silva; Nuria Martín-Romero. A Qualitative and Quantitative Study on Critical Thinking in Social Education Degree Students. Sustainability 2021, 13, 6865 .
AMA StyleFrancisco García-Moro, Diego Gómez-Baya, Alicia Muñoz-Silva, Nuria Martín-Romero. A Qualitative and Quantitative Study on Critical Thinking in Social Education Degree Students. Sustainability. 2021; 13 (12):6865.
Chicago/Turabian StyleFrancisco García-Moro; Diego Gómez-Baya; Alicia Muñoz-Silva; Nuria Martín-Romero. 2021. "A Qualitative and Quantitative Study on Critical Thinking in Social Education Degree Students." Sustainability 13, no. 12: 6865.
School satisfaction is conceptualized as a crucial factor influencing children´s happiness and consequent healthy functioning in multiple developmental areas. Research to date has mainly evaluated how contextual factors related to the interactions between the student, teachers and classmates influence children’s happiness, not considering other important factors more related to their own student experiences. The aim of the present study was to examine the effect of school satisfaction on happiness in 10-year-old children from Europe. Children’s global school satisfaction levels, as well as different separate indicators of school satisfaction (i.e., satisfaction with other children in class; school marks; school life experience as a student; things they have learned; and relationships with teachers) were considered. The study comprised a sample of 7.445 10-year-old children from seven European countries. First, correlation analysis showed that the overall school satisfaction measure, as well as its different indicators, had positive associations with happiness levels. Second, regression analyses confirmed the effect by indicators of global school satisfaction on happiness. The indicators with the strongest effects were the satisfaction with their life as a student and the satisfaction with other children in the class, while the smallest effects were found regarding the satisfaction with the relationships with teachers and the things learned. These results point out the need to consider personal and contextual indicators of school satisfaction in a program design to foster happiness in 10-year-old children.
Diego Gómez-Baya; Francisco García-Moro; Alicia Muñoz-Silva; Nuria Martín-Romero. School Satisfaction and Happiness in 10-Year-Old Children from Seven European Countries. Children 2021, 8, 370 .
AMA StyleDiego Gómez-Baya, Francisco García-Moro, Alicia Muñoz-Silva, Nuria Martín-Romero. School Satisfaction and Happiness in 10-Year-Old Children from Seven European Countries. Children. 2021; 8 (5):370.
Chicago/Turabian StyleDiego Gómez-Baya; Francisco García-Moro; Alicia Muñoz-Silva; Nuria Martín-Romero. 2021. "School Satisfaction and Happiness in 10-Year-Old Children from Seven European Countries." Children 8, no. 5: 370.
This research aimed to examine the association between life satisfaction and family climate indicators in 12-year-old European adolescents. Cross-sectional data from the second wave of the Children’s Worlds project—an international survey of children’s lives and well-being—were examined. Specifically, data from participating European countries were analyzed: i.e., Estonia, Spain, Germany, England, Romania, Norway, Poland, and Malta. This sample of 9281 adolescents (50.3% girls) filled in self-report measures of life satisfaction and some indicators of family climate. Descriptive statistics and regression analyses were performed by country. Furthermore, a confirmatory model was tested to examine the association between family climate and life satisfaction. The results pointed out that having a good time together with family and being treated fairly by parents/carers were the indicators with the greatest positive effects on life satisfaction. In general, a more positive family climate was associated with higher life satisfaction among 12-year-old adolescents in the participating eight European countries.
Diego Gomez-Baya; Alicia Muñoz-Silva; And Francisco Jose Garcia-Moro. Family Climate and Life Satisfaction in 12-Year-Old Adolescents in Europe. Sustainability 2020, 12, 5902 .
AMA StyleDiego Gomez-Baya, Alicia Muñoz-Silva, And Francisco Jose Garcia-Moro. Family Climate and Life Satisfaction in 12-Year-Old Adolescents in Europe. Sustainability. 2020; 12 (15):5902.
Chicago/Turabian StyleDiego Gomez-Baya; Alicia Muñoz-Silva; And Francisco Jose Garcia-Moro. 2020. "Family Climate and Life Satisfaction in 12-Year-Old Adolescents in Europe." Sustainability 12, no. 15: 5902.
El cambio en la Educación Superior provocada por las TIC tiene un reflejo evidente en las metodologías en el aula universitaria. Las posibilidades tecnológicas y de fácil acceso a Internet y a la información permiten que tanto docentes como alumnos compartan espacios de la propia universidad en entornos ubicuos, facilitando el e-learning y blended learning. Las redes sociales como Facebook, Youtube y otras redes sociales han entrado en el aula universitaria, tanto de forma individual como grupal. Este artículo recoge los resultados de la investigación cuyo objetivo ha pretendido identificar metodologías colaborativas en la Web 2.0 de las universidades de Cádiz, Huelva y Sevilla, para ello se utilizó un método mixto cuantitativocualitativo basado en una encuesta a la que respondieron 537 alumnos de las universidades objeto de estudio, por otro lado, se desarrollaron focus group en cada una de las universidades objeto de estudio, en la que participaron 20 docentes. Los resultados obtenidos muestran que las metodologías colaborativas en la universidad están muy bien consideradas entre el alumnado, y los alumnos las utilizan para realizar trabajos en equipo, de la misma forma consideran que las redes sociales mejoran la coordinación entre los miembros del equipo y entre estos y los docentes. Sin embargo, estas metodologías colaborativas en la Web 2.0 no se utilizan y apenas se utilizan a través de las herramientas de la Web 2.0. En la misma dirección se muestran que tanto docentes como alumnos universitarios consideran las redes sociales como excelentes para la colaboración entre los alumnos y entre estos y los propios docentes.
Daniel Rodrigo-Cano; Ignacio Aguaded Gómez; F.J. García Moro. Metodologías colaborativas en la Web 2.0. El reto educativo de la Universidad. REDU. Revista de Docencia Universitaria 2019, 17, 229 -244.
AMA StyleDaniel Rodrigo-Cano, Ignacio Aguaded Gómez, F.J. García Moro. Metodologías colaborativas en la Web 2.0. El reto educativo de la Universidad. REDU. Revista de Docencia Universitaria. 2019; 17 (1):229-244.
Chicago/Turabian StyleDaniel Rodrigo-Cano; Ignacio Aguaded Gómez; F.J. García Moro. 2019. "Metodologías colaborativas en la Web 2.0. El reto educativo de la Universidad." REDU. Revista de Docencia Universitaria 17, no. 1: 229-244.