concepciones del profesorado y alumnado, práctica educativa en clases de ciencias naturales.

Environmental psychology is a particular area or subfield of psychology, especially involved in the delimitation of the causes and solutions of environmental problems. This area deals with the study of the interactions between human behavior and the socio-physical components of the environment. The emphasis on the interrelationship of environment and behavior is important; not only physical settings affect people’s behavior, individuals actively influence the environment. Thus, several studies have proposed the existence of a series of predispositions which allow the appreciation of diversity and the interdependence of person–environment relationships, making it possible to adopt lifestyles that can guarantee the sustainability of socio-ecological systems for present and future generations. Therefore, in order to work towards the goals of sustainability, it is necessary to know which are the inclinations or dispositions that people present when caring for the environment. The objective of this research was to identify the association between the variables of psychosocial predispositions towards sustainability with environmental identity in a sample of higher education students from southern Sonora. Nine different scales to measure these predispositions were applied to 417 students, considering emotions towards the environment, environmental and socio-environmental actions, as well as a scale to measure environmental identity. Results revealed, on the one hand, that first-order factors emerged consistently, indicating the presence of a higher-order factor (psychosocial predispositions towards sustainability). On the other hand, we found this construct is related in a bidirectional way with environmental identity, that is, that both the emotions and actions carried out by the students in favor of the environment are related to the degree of identification they have with it, and vice versa, thereby demonstrating an interdependence relationship between these two variables. These findings suggest that the presence of certain psychological characteristics in people would promote a closer relationship with nature, which could encourage participation in caring for the environment.

Resumen. Se identi can las concepciones sobre la enseñanza y el aprendizaje de 80 maestros de primaria, mexicanos, y se estudian las relaciones que se establecen entre estas concepciones y sus prácticas educativas en clases de ciencias. Para estudiar las concepciones de los maestros se aplicó una entrevista de administración individual. Para estudiar las prácticas educativas se realizaron registros observacionales de las lecciones de los maestros. Un análisis cualitativo de las respuestas de los maestros a la entrevista reveló tres concepciones de la enseñanza y el aprendizaje: tradicional, de transición entre una perspectiva tradicional y una constructivista y constructivista. El análisis de las relaciones entre las concepciones de la enseñanza y el aprendizaje y las prácticas educativas mostró incongruencias. La mayoría de los maestros sostuvieron concepciones sobre la enseñanza y el aprendizaje más innovadoras que lo que realmente hicieron en el aula. Palabras clave. Concepciones de los maestros, concepciones de la enseñanza y el aprendizaje, prácticas educativas. Teachers' conceptions of teaching and learning and educational practices in science classroomsSummary. This study identi es conceptions held by 80 Mexican primary school teachers regarding teaching and learning and examines the relationship between these conceptions and educational practices in science classes. To study the teachers' concepts, an individual interview was used. To study the educational practices, classroom observational measures were used. A qualitative analysis of the teachers' interview responses revealed three concepts of teaching and learning: traditional, transitional between traditional and constructivist, and constructivist. The analysis of the relationships between the concepts of teaching and learning on the one hand and the educational practices on the other displayed incongruities. The majority of the teachers maintained concepts of teaching and learning that are more innovative than what they practiced in class. Keywords. Teachers' conceptions, conceptions of teaching and learning, educational practices.

En este artículo se analizan las diferencias en las prácticas educativas de profesores de secundaria que trabajan en escuelas que se sitúan en distintos contextos socioeconómicos y se identifican sus creencias sobre el aprendizaje y la influencia que ejerce el nivel socioeconómico bajo en este proceso. Para la obtención de los datos se realizaron observaciones de las clases y se aplicó una entrevista a los profesores. Los resultadosindican diferencias en algunos aspectos de las prácticas educativas, según el contexto socioeconómico de las escuelas: los profesores que enseñan a alumnos de niveles socioeconómicos bajos dedicaron menos tiempo de sus clases a actividades de reestructuración de conocimientos y habilidades, expresaron en menos ocasiones una valoración positiva del trabajo académico de sus alumnos y en sus grupos se observó una frecuencia menor de estructuras comunicativas simétricas. La mayoría de los maestros sostuvo la idea de que las condiciones que entraña la pobreza influyen en la presencia de problemas de aprendizaje.

Positive psychology is vital in increasing prosocial behavior and reducing bullying. However, limited studies have analyzed the influence of positive personal characteristics on the prosocial behaviors of bystanders in bullying. The present study examined direct and indirect relationships between spirituality, happiness, altruism, and prosocial bystander behavior in bullying. Participants in this study were 685 students from Northwestern Mexico; 51% were male and 49% female, between 12 and 18 years old (M = 14.3 years, SD = 1.68). A structural equation model (SEM) was calculated. The results indicate that happiness and altruism were related to prosocial bystander behavior. Spirituality and happiness have an indirect relationship by increasing prosocial bystander behavior through the positive effects of altruism. The SEM explained 48% of the variance of the prosocial bystander. The implications for improving defensive behavior in bullying and reducing school violence are discussed.