In this work, quantitative research is carried out on the importance that educators give to literacy work in early childhood education classrooms and the impact that the COVID-19 pandemic and the use of facemasks have had on it. To this end, a survey designed for this purpose has been used, which has been passed on to a set of 112 Spanish early childhood educators. The teachers surveyed occupy different positions in the classroom (tutors, support technicians, specialists in bilingualism, therapeutic pedagogy and speech and hearing), and, in addition, they themselves learned to read from different methods of literacy learning (synthetic or analytical). The results found in this study indicate that educators express intermediate evaluations of the importance of literacy work in the classroom, higher if it is done through digital resources, and higher for the synthetic method than for the analytical method. In addition, the impact of the use of masks on literacy learning was rated as very negative. On the other hand, gaps have been identified in the above perceptions by the position occupied in the classroom and by the method used to learn to read. Finally, some actions are suggested to homogenize the perceptions of the different professionals, and some lines of research are proposed.
In this work, quantitative research on the incidence of bullying attitudes present among primary and secondary school students in a Spanish area with a very low population density (the one formed by the provinces of Avila and Zamora) was carried out. The data were obtained from a standardized test designed to diagnose bullying (AVE test: Acoso y Violencia Escolar—Bullying and School Violence), which was administered to a sample of 129 students between 9 and 15 years of age in the area. The answers of the participants were statistically analyzed, using both descriptive and inferential techniques, to conclude the degree of presence of the different bullying factors analyzed by the AVE. As a result, it can be observed that almost a quarter of the participants present were at risk of being bullied, which means that the rate of bullying in sparsely populated areas is below the national average. In addition, there are strong gender gaps in terms of the typology and incidence of bullying, which shows that men and women have different behaviors in this regard.
This research consists of a quantitative analysis of the perspective of a group of university professors from different areas of knowledge and from 19 different Latin American countries on the use of humor and memes in virtual learning environments (VLEs) in higher education. The data have been obtained from an own-design survey, and the answers have been analyzed in a descriptive and inferential way with the aim of knowing the opinion of the 401 participants (professors) about the didactic effectiveness of humor and the benefits and employability of memes in virtual classrooms. The analysis differentiates the sample by the professors’ area of knowledge as the main variable, and by gender, age and teaching experience. As results, the participants give a high evaluation of humorous didactic resources, particularly memes, although the evaluation of their usability in the classroom is intermediate. In this sense, it is shown that the area of knowledge has a significant influence on opinions in this regard.
In this work, quantitative research is carried out on the perceptions of early childhood education teachers and child psychologists about the incidence of bullying behaviors in early childhood education (3 to 6 years old) and their knowledge and experience in this regard. For this purpose, two questionnaires were used, each of them oriented to one of the two groups of professionals analyzed, whose answers were subjected to statistical analysis. As for results, it has been obtained that early childhood education teachers express having received deficient training in school bullying and have little experience in its detection and treatment. Furthermore, the teachers’ conception of bullying occurring in their own schools is not realistic and differs from the knowledge they have of the existence of bullying behavior in other schools. Likewise, the existence of action plans against bullying in the school conditions the teachers’ assessments. The assessments held by psychologists differ significantly from those of teachers, mainly in the identification of the origin of bullying (which teachers attribute to the use of digital technologies and psychologists to the social and family environment of the aggressor). Finally, some implications and recommendations in terms of the training of educational professionals on bullying and the need for greater collaboration between teachers and psychologists are reported.
This study deals with the descriptive analysis of the opinion of a pilot group of students at the University of Salamanca about the use of an innovative origami microscope: the Foldscope. Data were collected from an online satisfaction survey of 92 students of Plant Histology (Degree in Biology) during their laboratory practices. These surveys collected their opinions about the educational effectiveness of an innovative and economic foldable microscope made of paper. The foldscope is easy to use and can be used individually or collectively, thanks to its projection capability. The results show that the participants have a positive impression regarding the use of this tool to study plant structures, and they recommend its use in the years thereafter. In this regard, it is demonstrated that the price of microscopes is no longer a problem for the teaching of some subjects, such as Plant Histology.
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