The VESS (Meaningful Life with Balance and Wisdom) model is considered to be a learning method based on the construction of knowledge through critical and visible thinking, with a neuroeducational base. The aim of the present work is to conduct a psychometric study of a measurement scale about the learning of the VESS model created for teachers-in-training. This article presents two survey-based descriptive studies conducted at the University of Cordoba (Spain). The data were subjected to descriptive, correlational, reliability and validity analysis through exploratory and confirmatory analyses, respectively. It is an instrument with high goodness-of-fit indices and suitable validity and reliability values. This instrument is applicable to similar study contexts.

La era de la comunicación conlleva nuevas formas de comportarse y comunicarse con los demás. Aunque el uso de las TIC ha traído progreso a la sociedad en la que vivimos, hoy se pone en tela de juicio el uso adecuado de estas, sobre todo entre los estudiantes adolescentes. El objetivo de este estudio consiste en validar un cuestionario creado ad-hoc acerca de los usos y hábitos que hacen los estudiantes de una universidad andaluza de las redes sociales, y la repercusión que estas pueden tener en su vida. La metodología utilizada está basada en el paradigma cuantitativo, utilizando el cuestionario como principal instrumento para la recogida de datos. La muestra quedó constituida por 991 estudiantes de los grados de Educación Infantil y Primaria. Finalmente, concluimos que el cuestionario elaborado muestra unos índices de bondad de ajuste elevados y una validez y fiabilidad adecuada.

Saber utilizar con criterio las nuevas tecnologías es el principal reto que tenemos los docentes del siglo XXI para formar estudiantes comprometidos a nivel social. La base fundamental para conseguirlo radica en “enseñar a pensar bien”. En este sentido, el modelo VESS – Vida Equilibrada con Sentido y Sabiduría”, busca crear en el aula una cultura del pensamiento, basada en el uso de rutinas y lenguaje de pensamiento, que fomenten habilidades de pensamiento para así lograr un desarrollo íntegro entre los estudiantes. Este trabajo de investigación cuantitativa se basa en la validación de un cuestionario que pone en el foco de atención la metodología del modelo VESS, así como la implicación que tiene Socrative como herramienta de evaluación en el desarrollo de sociedades democráticas. A lo largo de este trabajo se muestran dos estudios – un análisis factorial exploratorio y otro confirmatorio-, que nos permiten validar el instrumento creado ad-hoc, mostrando como resultados unos índices de bondad de ajuste elevados y una validez y fiabilidad adecuada.

Critical, creative, and flexible thinking is one of the educational priorities in the 21st Century, at a time in which the world is showing its most ephemeral and uncertain side. In this sense, visible thinking is a fundamental tool for achieving more significant and meaningful learning. The VESS (Meaningful Life with Balance and Wisdom) model, considering how we learn, provides different tools, such as the aforementioned, which facilitate learning. Thus, thinking, and, more specifically, the development of mathematical thinking through the VESS model, provides an open door towards the development of basic cognitive skills, such as attention, metacognition, and memory, and has a direct effect on the three areas of the early childhood education curriculum. The aim of the present work is to discover, in a descriptive manner, how the learning of the VESS model influences future teachers. In the present article, a series of descriptive, correlational, and survey-based models conducted at the University of Cordoba (Córdoba, Spain) are described. Beforehand, a validation of the instrument was performed, which obtained high goodness-of-fit indices, with an adequate validity and reliability.

The present study is focused on analyzing the properties and psychometric characteristics of the Questionnaire about the use of video games in Higher Education. Specifically, in this work we focus on the use of a classic video game, such as Lemmings, to work on the curriculum of the Early Childhood Education stage. The instrument was created ad hoc, based on a Likert scale of 5 response options and three dimensions: student/player profile, quality of the video game and assessment of the video game as a teaching resource. Regarding validity, two studies have been carried out, one with an exploratory nature with half of the sample, 131 participants; and another confirmatory with the total number of the participants, 261 students from the Early Childhood Education Degree at the University of Córdoba (Spain), considering the convergent and discriminant validity coefficients. Lastly, a correlational study was also carried out to clarify the relationships established between the different dimensions of the questionnaire. The results achieved demonstrate that the instrument obtained had a coherent and adequate internal structure with the theoretical assumptions initially raised, as the goodness-of-fit indexes of the confirmed model were high, at the same time showing high validity and reliability.