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Copyright of El Profesional de la Información is the property of EPI SCP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Schools are required to educate students in community and citizenship. This overall aim comprises a number of specific objectives: to communicate a set of contents, to foster certain values and attitudes, and to develop a range of skills. The purpose of this paper is to present the findings from a survey dealing with issues related to Citizenship Education (CE); 1,557 third-year students in secondary education in the Zaragoza region were surveyed. The paper is structured as follows: first, the international framework within which CE is promoted is described. The issue is then discussed in relation to established Spanish legislation in this regard. Thereafter, the empirical results from a case-study survey carried out among students attending schools in Zaragoza are presented. The focus of the survey was to evaluate student responses to EC as a subject, and its objective was to analyze the views of students both before and after their participation in the subject during academic year 2008-2009, the first year the subject was taught in the Spanish school system. The results show that there is significant improvement in the theoretical knowledge block, which is consistent with student experience on a taught course at school; however, there is no appreciable improvement in the blocks relating to values and attitudes. [ABSTRACT FROM AUTHOR]

Copyright of Psychosocial Intervention is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psychosocial Intervention is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The contents of this paper address the following issue: What are we teaching with textbooks in Compulsory Secondary Education? First of all, we reviewed the works that have been published in Spain about these materials and, despite their importance in our educational system, we have not found many studies dealing with those textbooks published during LOE Reform. We focus on some essential elements in these methodological resources: the structure of lessons and their types of contents selected (concepts, procedures and attitudes) through the analysis of learning activities submitted by six textbook publishers known, on the Technology block "Electricity and electronics" 3° ESO, and its suitability or not to current regulations in CARM. The results show some of the shortages and deficiencies these textbooks have, and that, in general, they never comply with the official curriculum guidelines. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between individual behaviour and social perception regarding Spaniards' behaviour on environmental issues in the theoretical context of the cognitive biases of false consensus and false uniqueness. A survey carried out by the CIS (2005, study no. 2590) on 2,490 citizens from a representative sample of the Spanish population was used. The results showed that individuals with a moderate frequency of pro-environmental behaviours tended to project their own behaviour on all Spaniards. However, individuals with a more extreme kind of conduct, because of high frequency of pro-environmental behaviours, tended to attribute to others a different conduct from their own. These individuals considered themselves to be different from the rest of the population. It was also found how the differences in social perception of the behaviour of Spaniards on environmental matters are associated with different perceptions of environmental deterioration and concern for the environment. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discusses the origin and the philosophical assumptions of the Spanish reform typology of contents, assumed by Argentine educational transformation in the 90s. It tries to show that the theses of social constructivism --rooted in Kantian idealism-- and of psychological formalism, are still in force. The criterion of selection of curricular contents --social significance-- is also discussed, attempting to show that the basic principles assumed by this criterion lead to relativization of pedagogical statements. The need to approach curricular theory from a metaphysical and anthropological foundation is proposed. [ABSTRACT FROM AUTHOR]

Copyright of Pensamiento Educativo is the property of Pontificia Universidad Catolica de Chile, Facultad de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of EMPIRIA: Revista de Metodología de Ciencias Sociales is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Salud Mental is the property of Instituto Nacional de Psiquiatria Ramon de la Fuente and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Politica y Sociedad is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)