ISSN: 2310-2799
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546,196 artículos
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Año:
2018
ISSN:
2386-6292, 1578-7001
Juan Luis Fuentes
Universidad de Navarra
Resumen
During the last few years, there has been an internationally renewed focus on character education that has not been observed likewise in Spain. The aim of this article is to examine some of the main reasons and evidences of this weak development in our country, through an analysis of the educational legislation and the theoretical problems that underlie it. Moreover, a neoaristoelian character education is proposed, which overcomes problems of Kohlberg’s model and makes possible an integral education whose main aim is human flourishing.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Estudios sobre Educación
Universidad de Navarra
Resumen
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Año:
2018
ISSN:
2386-6292, 1578-7001
Estudios sobre Educación
Universidad de Navarra
Resumen
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Año:
2018
ISSN:
2386-6292, 1578-7001
Estudios sobre Educación
Universidad de Navarra
Resumen
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Año:
2018
ISSN:
2386-6292, 1578-7001
Sonia Verónica Mortis-Lozoya; Jesús Tánori Quintana; Joel Angulo Armenta; Marisol Villegas Pérez
Universidad de Navarra
Resumen
The aim of this study is to establish the relation between the contextual attribute variables in fifth and sixth grade students' use of ICTs through a logistic regression model. A sample of 522 students was randomly selected out of a non-probabilistic sample of 1865 students in 14 primary schools from southern Sonora, Mexico, from which two sub-samples were selected, one made of 261 students who use ICTs and another made of 261 students who don't. Results showed that the predictor variables: type of school, Internet at home and having an e-mail account, show significant differences between groups of students who make basic use of ICTs and those who don't.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Cristina Jenaro Río; Raimundo Castaño Calle; Mª Elena Martín Pastor; Noelia Flores Robaina
Universidad de Navarra
Resumen
This study analyzes the association between quantity and type of access to the Moodle platform in a subject and the academic results of all students (N = 229) enrolled in their first year of psychology studies. Analysis of variance, Pearson’s correlations and multiple regression analysis were used. The results show that the use of active teaching-learning strategies is associated with better academic results. These findings underscore the importance of active student involvement, as opposed to merely accessing available information.
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