In this study we compare seven textbooks of Natural Science in four levels of elementary school. We make an analysis of digestion and excretion illustrations (pictures and labels). There is evidence that pictures have problems which can bias the understanding of those topics. Some implications for using pictures in school science have also been shown.

We report the results of a study on the learnability ofhaptic icons used in a system for incoming-call identification in mobile phones. The aim was to explore the feasibility of using haptic icons to create new assistive technologies for people with visual impairments. We compared the performance and satisfaction of users with different visual capacities (visually impaired vs. sighted) and using different learning processes (unimodal vs. multimodal). A better recognition rate and user experience were observed for the visually impaired than for sighted users and for multimodal rather than unimodal learning processes.

Este trabajo pretende identificar los problemas más relevantes para la educación obligatoria en el campo de la alimentación y la actividad física desde el punto de vista de la educación para la salud. Para ello, se realizó una revisión bibliográfica y una consulta a expertos a través de un estudio Delphi y de un encuentro presencial. Esta combinación ha permitido consensuar entre diferentes sectores profesionales  no solamente una lista de problemas y contenidos competenciales necesarios sino también aquéllos considerados como prescindibles. Los resultados de este estudio permitirán  actualizar la educación  alimentaria en la escuela y replantearse el curriculum desde una perspectiva que integre la enseñanza de ambas áreas desde la promoción de la salud.

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Coexisting in school from a positive perspective, implies having students ready and willing to interact with each other following this approach. However, this determination could be limited due to their perception of concepts that are highly relevant to coexistence such as conflict, so it seems necessary to know the student's ideas about it. Thus, this research, through a descriptive study, aims to identify the perception of 206 students of Primary Education of Madrid Region in their school about conflict, especially that which involves violence. The results show that although most frequent conflicts in school are those that involve psychological violence, the students have a remarkable difficulty to recognize as a violent situation the one that does not involve physical harm. Students perceive as well "conflict" as something negative to avoid and they highlighting the relevance of dialogue and teachers' intervention to solve it. Consequently, it seems necessary to develop training programs that allow students to think about their own ideas of conflict and its potential influence on coexistence.