Abstract. This paper analyses the use of Cartography made by Geographical Information Systems (GIS) in K 12 education levels with these two objectives:Get students familiar with this type of Geographical representation. Achieve that students get skill learning on Geography and Cartography. To achieve these main objectives, the paper develops and shows some educational resources about depopulation processes in the Spanish region of Aragon. The choice of this topic is based on its cartographical possibilities and to the capacity of these processes to shape land. These educational resources are publicly and freely available to be used with students between 12 and 18 years old.This paper begins justifying the choice of this topic and analysing the pedagogical and educational possibilities of GIS. Second, it is studied the current and past depopulation processes that took place in Aragon, along with the ways of cartographical representation commonly used in education and, the ones used to create these materials, reasoning our choice. Then, the paper describes the materials and resources and provides free downloading links. Fourth, we conclude with the evaluation of the initially proposed objectives, with a focus on the quality and advantages of the use of GIS as educational resource. The paper concludes with some future research suggestions.
Students' engagement in physical education (PE) has traditionally drawn much attention from the research community in educational practices. The reason for such interest might be the relationship between students' engagement and several adaptive consequences. The existing literature suggests that certain students' motivational variables like basic psychological needs (BPN) satisfaction can predict engagement. Unfortunately, research is scarce on how teachers' antecedents might influence this behavioural outcome. This study seeks to analyse the influence of teachers' burnout experience on their students' behavioural engagement and on the relationship between students' BPN and behavioural engagement. The sample included 28 PE teachers and 644 students who were taught by the participant teachers. Data were collected using both papers and online surveys and they were analysed using multilevel modelling techniques. The results revealed that teachers' burnout experience might negatively influence students' engagement (β = -0.19, p < 0.05). Furthermore, students' BPN satisfaction did also predict students' behavioural engagement (βautonomy=0.21, p < 0.01; βcompetence =0.34, p < 0.01; βrelatedness=0.08, p < 0.05). Lastly, teachers' burnout did not seem to affect the association between the students' basic psychological needs and behavioural engagement. These findings highlight the impact of teachers' emotional states on their students' experience in the PE class. Results are discussed in terms of teachers' external pressures which could undermine teachers' wellbeing, and in turn, could affect relevant students' outcomes.
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