Objetivo: Mostrar las raíces teóricas del conectivismo en las principales teorías históricas sobre la adquisición de conocimiento y el aprendizaje, ya que se trata del paradigma educativo más útil para entender el aprendizaje en la era digital y los procesos de e-learning. Método: Se realiza una exhaustiva recopilación de fuentes originales pertinentes, seleccionadas en base a su relevancia y significado dentro de cada corriente teórica. A través de esta revisión se presenta al conectivismo como una evolución respecto a las escuelas anteriores y no una revolución teórica en el ámbito pedagógico. Se valora al Psicoanálisis y la Escuela de la Gestalt como antecedentes más remotos y se considera la influencia del Instruccionismo, Constructivismo, Teoría del Caos, Neurociencia, Teoría de redes y Sistemas Adaptativos Complejos como referentes directos. Se continúa con el análisis de las influencias recibidas por las distintas escuelas teóricas coetáneas y actuales, como la Teoría de la Conversación, la Teoría del Actor-Red, la Red de aprendizaje (Network Learning), e-learning 2.0., Microlearning, Nano-learning, Universidad 2.0., Currículum 2.0., Pedagogía 2.0., y el Navegacionismo, para completar los fundamentos teóricos sobre los que se apoya el Conectivismo. Conclusión y discusión: Se confirman las conexiones teóricas del conectivismo con las teorías expuestas y se pronostica cada vez mayor relevancia en el ámbito educativo de este paradigma por su adecuación a la realidad social actual.

Resumen Los debates en torno a la mejora de la calidad de los centros educativos tienen un lugar privilegiado en las agendas político-educativas. El objetivo del presente artículo es reflexionar sobre el cambio y la mejora que deben experimentar los centros educativos en su etapa obligatoria para consolidar procesos de enseñanza y aprendizaje integrales y de calidad. A nivel metodológico, se realiza una revisión bibliográfica sistemática sobre los procesos de mejora escolar. Tras ella, se ofrecen algunos de los resultados más relevantes en tres ámbitos de estudio: la neuropsicología aplicada a la educación, los informes comparativos internacionales de impacto y, por último, las aportaciones de los Movimientos Mejora de la Escuela y Eficacia Escolar. Las conclusiones ofrecen una síntesis teórica y práctica que favorece el debate sobre cómo y en qué dirección se deben orientar los intentos de mejora.

This study describes the social and demographic profile of the first generation of users of marketed virtual reality (VR) viewers in Spain and, subsequently, it assesses the interest in its use as a learning tool. For that purpose, an online questionnaire created ad hoc was administered to a sample of 117 participants. The relationship between twelve variables was analysed comparing means through the Snedecor's F distribution and the contingency tables through the Chi-squared test and Somers' D. Among other issues, it was concluded that the virtual reality user profile at present corresponds to a person older than 36, mainly men, with higher education and having acquired their viewer no longer than one year ago. Concerning the interests of virtual reality users as a learning tool, only a few of them currently use virtual reality for this aim, but they mainly show an interest in using the virtual reality as a learning method and they feel optimism regarding the future use of this technology as a learning tool. However, this is not the case among users of video game consoles (PSVR), who are mainly men not interested in their use as a learning tool at present. Finally, it can be stated that current use as a learning tool among teachers and students is occasional and preferably via smartphones.

This study explores the correlations between the self-perceived socio-emotional competences of teachers of second-cycle Preprimary Education with their ability to manage the social and emotional climate of their classroom through systematic observation of CLASS-Pre-K. A sample of six classrooms of the second cycle of the preprimary education stage from the Western Territorial Area of the Community of Madrid (Spain) was used, with a total of 1,493 students and their 68 respective teachers. The results show how teachers' self-perception in emotional intelligence is directly related to a positive classroom climate. Likewise, it is observed that the classroom climate is significantly more positive in private and chartered centers than in public ones, and that it is significantly more positive in classrooms with fewer students.

Spain has a rich and varied history of pedagogical renewal full of school initiatives that meant a shift and an innovation in each historical period. Accordingly, this article examines its development since the late nineteenth century to the present day, throughout different private and public primary schools that have been emblematic and a reference. Consequently, this research is presented from a chronological perspective that gradually permits to understand its historical and current development, in order to generate an overview that summarizes the past and re-contextualizes the present. This research has been carried out by examining different pedagogical renewal research in Spain, and different newspapers and magazines of the period, which served as organs of expression in each historical period. The work is completed with data obtained from the revision of educational projects, the direct observation of some experiences, and the consultation with relevant participants.

The present paper is aimed at investigating the levels of body and life satisfaction in healthy individuals over the age of 50 living in Spain. The main purpose of the research is to determine whether the concern about the physical appearance is strongly related to life satisfaction in mature and old individuals, as it may be observed in younger individuals. Gender, age, coexistence environment and the presence or absence of a partner are relevant variables taken into account for body and life satisfaction. Body Shape Questionnaire (BSQ), adapted to Spanish and validated according to the Spanish population, and Corporal Satisfaction Questionnaire (CSC) are used to measure body satisfaction; similarly, Life Satisfaction Questionnaire (CSV) was employed to assess life satisfaction. Results show that body and life satisfaction have a significant correlation. Nevertheless, over the age of 65 years there is a significant decrease only in body satisfaction, regardless of gender, environment and the presence or absence of a partner.