As we have seen as a consequence of the COVID-19 global pandemic, our scientific-technological society requires a transformation of knowledge in a global, digital and virtual manner. In light of this, and to improve the public health skills of professionals working to promote health education, one of the current priorities is to train pre-service teachers on how to search for health-related scientific knowledge relating to bio-health through digital literacy in health. The objectives of this study were to determine the level of eHealth literacy, scientific knowledge in health and confidence on the part of students, analyzing the degree of improvement following a teaching intervention with students of the Bachelor’s Degree of Education of the University of Extremadura. A quasi-experimental longitudinal study was carried out with pre-test and post-test groups and a mixed data analysis. It involved the application of an active cooperative methodology with tutoring using the jigsaw technique, with the use of four quality digital browsers to enhance scientific rigor. The results show that the initial level of eHealth literacy and confidence was problematic. Following the intervention with the cooperative methodology, both these levels and the level of scientific knowledge in health reached an excellent level. In conclusion, this suggests that university training programs need to be implemented to improve digital and scientific skills in health education as they are currently insufficient. It has been demonstrated that a cooperative active methodology improved these levels and accordingly its use in active and digital higher education should be promoted.

In the contemporary era, Computational Thinking has emerged as a crucial skill for individuals to possess in order to thrive in the 21st century. In this context, there is a need to develop a methodology for cultivating these skills within a science and mathematics content education framework, particularly among pre-service teachers. This study aimed to investigate the impact of Educational Robotics on the development of Computational Thinking skills, with a particular focus on the role of gender, through a scientific and mathematical content teaching approach. A pre-experimental design with a quantitative approach was employed, and it was implemented with a total of 116 pre-service teachers, 38 males and 78 females. The results demonstrated a notable enhancement between the pre-test (8.11) and post-test (9.63) scores, emphasising specific concepts such as simple functions, while, and compound conditional. With respect to gender, statistically significant differences were identified prior to the intervention, but not following its implementation. The high level of Computational Thinking exhibited by both genders was comparable (53.85% in females and 55.26% in males) following the intervention. This indicates that the intervention is a promising approach for enhancing Computational Thinking proficiency, independent of gender and initial proficiency levels. The implementation of Educational Robotics in the teaching of science and mathematics enables the enhancement of Computational Thinking abilities among pre-service teachers, while reducing the observed gender disparity in this area of skill development.

Educational Robotics has had an important impact in recent years as it offers a number of advantages for students. The inclusion of robotics in any educational stage requires teachers with adequate predisposition and training, making it necessary to know the opinions of pre-service teachers. The aim of our study is to analyze the perceptions and self-confidence of 109 pre-service primary education teachers before and after an intervention based on educational robotics and challenge-based learning to teach scientific and mathematical content, in their third academic year. A quasi-experimental design was used involving pretest and posttest, using the nonparametric Mann-Whitney and Wilcoxon U tests. The results showed a significant improvement in the overall mean self-confidence. In addition, the intervention led to a more positive perception of the benefits and possibilities of robotics for teaching of scientific and mathematical content, although it also increased the difficulties of implementation due to the lack of training in this digital resource. It is concluded that interventions are required based on educational robotics that allow pre-service teachers to gain the necessary self-confidence and perception to facilitate its introduction for the teaching of scientific and mathematical content.

In recent years, there has been a lack of healthy lifestyle habits in the population, including hydration, with negative consequences for health. At the same time, advances in technology have changed the process of teaching and learning since elementary school, highlighting the incorporation of educational robots as innovative resources in recent years. This study analyzes the state of the scientific knowledge presented by university students doing a university degree in Primary Education after a robotics-based educational intervention. The study adopted a quasi-experimental design with a qualitative approach, using category systems and a quantitative approach with descriptive and inferential (Chi-square and Contingency Coefficient) statistics. The results of the study show that the level of scientific knowledge has improved in the different scientific contents involved, highlighting the excellent level presented for the recommended daily volume of hydration. Innovative interventions, through digital resources such as Educational Robotics, are presented as possible alternatives to promoting the healthy habit of hydration, due the effective learning of biosanitary knowledge in the young population.

La influencia de la Neurocognición está cada día más presente en la investigación educativa. De la misma manera que se ha demostrado que las emociones influyen en los procesos de aprendizaje, existen otras variables neurocognitivas que son determinantes en los procesos de Enseñanza de las Ciencias, como pueden ser las Redes Asociativas de Cognición. El estudio se centra en el análisis de las Redes Asociativas de Cognición de escolares y estudiantes universitarios del Grado de Educación Primaria en el aprendizaje del Ciclo del Agua. El estudio tuvo un diseño descriptivo, a través de un análisis mixto y los softwares WebQDA, R y Gephi. Los resultados muestran las dificultades para asimilar diferentes conceptos, como las fases subterráneas o seres vivos, así como una falta de relación entre ellos. El estudio de Redes Asociativas de Cognición se presenta como un análisis fundamental en el aprendizaje de contenidos de ciencias y matemáticas, sostenibilidad y salud.

Education nowadays requires a certain variety of resources that allow for the acquisition of 21st-century skills, including computational thinking. Educational robotics emerges as a digital resource that supports the development of these skills in both male and female students across different educational stages. However, it is necessary to investigate in depth evaluations that analyze the acquisition of Computational Thinking skills in pre-service teachers, especially when scientific and mathematical content learning programs are designed. This study aims to analyze Computational Thinking skills using the SOLO taxonomy, with an approach to science and mathematics learning, through an intervention based on programming and Educational Robotics. A quasi-experimental design was used on a total sample of 116 pre-service teachers. The SOLO taxonomy categorization was used to associate each level of the taxonomy with the computational concepts analyzed through a quantitative questionnaire. The taxonomy levels associated with Computational Thinking skills correspond to uni-structural and multi-structural levels. Males presented better results before the intervention, while subsequently, females presented better levels of Computational Thinking, as well as a greater association with the higher complexity level of learning analyzed. In turn, there was a trend between the levels of the SOLO taxonomy and computational concepts, so that an increase in skill for a concept occurs similarly at both the uni-structural level and the multi-structural level. The SOLO taxonomy is presented as a proper tool for learning assessment since it allows for a more detailed understanding of the quality of students’ learning. Therefore, the SOLO taxonomy serves as a valuable resource in the evaluation of Computational Thinking skills.