Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This research aims to learn about the perceptions of 101 students of the sixth year of Primary Education in three Galician schools about their environmental attitudes according to criteria such as: age, sex, studies and profession of fathers and mothers, environment of the center, as well as the ownership of the school. For this, a scale of the ROSE Project known as “The environment and me” has been used, consisting of 15 Likert items. The results obtained indicate significant differences in the sex variable, where the girls showed to have more proenvironmental attitudes than the boys. Significant differences were also found in the profession and studies of the mothers of the students analyzed.

Several social debates related to environmental and health issues, such as the COVID-19 pandemic and climate change, have raised major concerns about misinformation and science denialism. Therefore, there is a need for public understanding of how science works and to promote scientific literacy in non-formal education contexts. Integrated in Higher Professional Education study cycle we developed a course that intended to enable students to plan, implement and evaluate scientific popularization activities for children and young people. This experience revealed that students acquired more mature ideas about the purposes and the relevance of popularization of science; and developed knowledge and skills to operationalize it.

To turn art education classes participatory, requires more than a simple will to do it that way. Could it be possible for us to shake the power and hierarchy stablished on a classical art classroom between teachers and students? How could the study of participatory art practices contribute to rethink procedures in art education on that matter? In this article, I recognize participatory ideologies’ utopias and the risk of their reproduction in art and school context. I search through understand, how we, as art teachers, could think on different ways of understanding and dealing with participation in school programs, with a special focus on students, and class planning. We need to realize the concept of participation beyond the activity-passivity binomial, understanding the complexity of the problem, and asking for more questioning in art education field.

The article addresses the opportunity of integrating topics related to the science-society dialogue in an educational context, more specifically, in undergraduate scientific training or in initiatives in a university context aimed at secondary school students. Drawing from examples and experiences in the field of life sciences and biomedicine, the relevance of integrating these kinds of topics in formal education, thus contributing to the formation of critical citizens and socially committed scientists, is discussed. In a sense, raising awareness of the importance of this type of dialogue is framed in a present way of thinking, producing and sharing science.

Dorothy Heathcote (1926-2011) is best known today for the “Mantle of the Expert” system of teaching, a drama method in which young people are asked to think of themselves as an “expert” team of some kind, who receive a fictional commission from an imaginary client. This “commission” forms the basis for a programme of teaching across the curriculum. In the “Commission Model,” which she created in the early 2000s, there is a real commission, from a real client in the community. The aim, for Heathcote, was to break down barriers between schools and the outside world; to ensure that learning takes place in a context; and to empower children as active “citizens of the world”. This article examines a Commission project which Heathcote led, to design a hospital garden; with particular reference to science elements in the project. It draws on original materials from the Dorothy Heathcote Archive.

Introduction: the citizens of today's society are surviving an uncontrolled world in the vision of the very destiny of the human species, bewildered by the effects of its existential behavior, with a science still perplexed and moved, an unbalanced market society, with governments without a compass in the political management of health, economic and social crises; populations still voluntarily imprisoned in their homes and threatened by the State with the maintenance of restrictive measures obliging social distancing, isolation or quarantine. A world surrounded by pandemics, geopolitical crises and converging wars that orbit in the gloom of uncertainty, with serious threats to public health, where fear and social insecurity predominate. The culprits: an invisible viral genome particle that has forced scientists into intense and frantic work in the area of genomics and molecular biology, the coronavirus, even with nothing clear about the true origin of this tiny deadly particle that has terrorized the planet, and global determinants that accompany the new economic crises and changes in the global geopolitical order. The recipe for universal choice to face these challenges has been: stay at home, wash your hands, wear a mask, distance yourself from other people and tolerate with stoicism the media decisions of governments to alleviate crises. Thus, individual and collective mental health today looks in great danger due to its institutional abandonment and the new and unusual risks of convergent crises. A great effort is required from the State and the institutions in carrying out a national diagnosis of the impact of the recent pandemic and other convergent economic and geopolitical crises, in order to formulate a public policy that manages to alleviate the effects of these crises on vulnerable groups of the population. Methodology: a narrative review was carried out, with selection of articles in different databases, such as PsycInfo, Scopus, Google Scholar, PubMed, EBSCO Health and Cochrane, with the purpose of analyzing the great ethical and social challenge of restoring mental health in a difficult context of global crises convergent with the COVID-19 pandemic. Selection of the articles was made based on the criteria of topicality and the degree of thematic link with the object of study. Results: it is possible to identify the true magnitude and depth of the impact of the convergent health, economic and geopolitical crises on the mental health of the different sectors and risk groups of the population; especially on those human groups that are most exposed, vulnerable and with fewer resources, currently overwhelmed by unemployment,  rising inflation, the high cost of living and other spillover effects of crises, as well as the main responsibilities in the political management of the State and public institutions for restoring the effects of the current converging crises on the mental health of citizens.

Many children for different reasons, whether environmental, biological, or others, may present difficulties such as a communication disorder with persistent difficulties in the acquisition and use of language. The language disorder requires the support of speech-language pathologists in its different aspects, since this is a type of specialized help that is inserted in the pedagogical process. However, due to the current Covid-19 pandemic, the use of face-to-face clinical interventions has been made impossible, due to this, the naturalistic approach has been made more visible and has become more relevant in speech-language interventions during this time, to include parents in an active and participatory way in the intervention of their child. The aim of this review was to explore in the literature how parent training programs influence the language skills of children with language disorders. This research was developed under the guidelines of the PRISMA declaration, and the search was carried out according to the PICOR method. Four studies were reviewed, one of them is an experimental study, one is a qualitative study, and two of them correspond to randomized controlled clinical trials. The results were evidenced by 3 tables that answer the research question which is: how does a training program for parents influence the linguistic abilities of children with language disorders? . In conclusion, it is obtained that parent training programs have a positive effect on children with language disorders, directly influencing their linguistic and non-linguistic skills, however, there are few high-quality studies that describe in detail the strategies or exercises used in the program and increased language levels in children.