Examinando por Autor "Castillo, Dante"
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Ítem Bibliometric analysis on ocean literacy studies for marine conservation(MDPI, 2023-06) Salazar-Sepúlveda, Guido; Vega-Muñoz, Alejandro; Contreras-Barraza, Nicolás; Castillo, Dante; Torres-Alcayaga, Mario; Cornejo-Orellana, CarolinaThe aim of this study is to present an overview of the current scientific literature pertaining to ocean literacy. We applied a bibliometric method to examine relational patterns among publications in a set of 192 papers indexed from 2004 to 2023 in Web of Science Core Collection, applying Price’s, Lotka’s, Bradford’s, and Zipf’s bibliometric laws to add more validation to VOSviewer and processing both data and metadata. The findings indicate a significant exponential growth in scientific output from 2004 to 2022 (R2 = 86%), with a substantial amount of scientific research being focused on ocean literacy. The analysis shows the thematic trends of terminologies such as knowledge and citizen perception of climate change in relation to oceans; the benefits of biodiversity management and ocean conservation; and ocean education and its relation to behavior and attitudes towards and awareness of oceans. The research and its theoretical perspectives prompt an investigation of the impacts of ocean literacy outside of education, thanks to the contributions of authors from more than fifty countries dedicated to the study of these activities.Ítem Bibliometric Mapping of School Garden Studies: A Thematic Trends Analysis(MDPI, 2023-03) Castillo, Dante; Vega-Muñoz, Alejandro; Salazar-Sepúlveda, Guido; Contreras-Barraza, Nicolás; Torres-Alcayaga, MarioThis paper analyzes the thematic trends in school garden studies over the past few decades, using a relational bibliometric methodology on a corpus of 392 articles and review articles indexed in the Web of Science Core Collection. The paper seeks to understand how researchers have studied the concept over the last few decades in various disciplines, spanning approximately eighty Web of Science categories. The results show that there is a critical mass of scientific research studying school gardens. The analysis shows the thematic trends in discussion journals, discussion terminology, and consolidates classic papers and some novel authors and papers. The studies and their theoretical trends lead to refocusing the analysis on the effects of school gardens beyond the educational, thanks to the contribution of authors from more than fifty countries engaged in the study of these activities. This work constitutes new challenges for this line of research, raising interdisciplinary research challenges between horticultural, environmental, technological, educational, social, food, nutritional, and health sciences. © 2023 by the authors.Ítem Healthy Behavior and Sports Drinks: A Systematic Review(Multidisciplinary Digital Publishing Institute (MDPI), 2023-07) Muñoz-Urtubia, Nicolás; Vega-Muñoz, Alejandro; Estrada-Muñoz, Carla; Salazar-Sepúlveda, Guido; Contreras-Barraza, Nicolás; Castillo, DanteThis review article aims to systematically identify the relationship between sports drinks and healthy behavior. This systematic literature review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline criteria, and eligibility criteria were established using the PICOS tool (population, interventions, comparators, outcomes, and study) from about 1000 records of sports drinks articles identified in the various Web of Science Core Collection databases. The literature review stages determined a reduced set of 15 articles relating these drinkable supplements to healthy behavior. This study concludes that water consumption should be emphasized for non-athletes, sports drinks should be labeled to indicate water consumption and carry a warning label, and more randomized clinical trials should be considered to ensure conclusive results for health decision making. © 2023 by the authors.Ítem Impact of Techno-Creators and Techno-Inhibitors on Techno-Stress Manifestations in Chilean Kindergarten Directors in the Context of the COVID-19 Pandemic and Teleworking(Frontiers Media S.A., 2022-05-31) Estrada-Muñoz, Carla; Vega-Muñoz, Alejandro; Boada-Grau, Joan; Castillo, Dante; Müller-Pérez, Sheyla; Contreras-Barraza, NicolasThe research objective was to predict the impact of techno-creators and techno-inhibitors on the different manifestations of technostress in kindergarten directors in the context of the COVID-19 pandemic and telework. The participants were INTEGRA Foundation kindergarten directors, from a sample of 567 kindergartens in Chile. To measure the technostress manifestations, the RED-TIC questionnaire was used as an instrument, and concerning techno-creators and techno-inhibitors, those established in previous research were considered. The partial least squares structural equation modeling (PLS-SEM) methodology was used, and the model estimation was performed using SmartPLS version 3.0 software. It was obtained that techno-creators correlate positively and significantly with the technostress manifestations. A negative correlation was found between techno-inhibitors and technostress manifestations and techno-creators, but not significant for skepticism and inefficacy manifestations. Therefore, it is concluded that techno-creators lead to technostress manifestations, however, techno-inhibitors did not show a significant effect in reducing these manifestations in the sample studied. Copyright © 2022 Estrada-Muñoz, Vega-Muñoz, Boada-Grau, Castillo, Müller-Pérez and Contreras-Barraza.Ítem Inclusive Education in Primary and Secondary School: Perception of Teacher Training(MDPI, 2022-12) Triviño Amigo, Natalia; Mendoza Muñoz, David Manuel; Mayordomo Pinilla, Noelia; Barrios Fernández, Sabina; Contreras Barraza, Nicolás; Gil Marín, Miseldra; Castillo, Dante; Galán Arroyo, Carmen; Rojo Ramos, JorgeIntroduction. Inclusive education is one of the main objectives of the educational system toward achieving equal opportunities among students. To this end, teacher training plays an important role in the different educational stages. Objectives. To analyze the perceived readiness of teachers for inclusive education and to see the differences in primary and secondary education. Methods: A total of 961 active teachers from public schools, 53.3% Primary and 46.7% Secondary Education, were analyzed by means of a questionnaire on Teachers’ perceptions about their preparation for inclusive education and the CEFI-R instrument. Results. There are statistically significant differences between the two stages in the first questionnaire (question 1: p = 0.03; question 2: p < 0.01 and question 3: p < 0.01) and also, in 3 of the four CEFI-R dimensions, with the primary score being higher. Conclusions: This study shows that there is a large percentage of teachers who believe that their initial training is insufficient to deal with student diversity. In addition, most of them state that continuous training has helped them to improve inclusive education and that they would be willing to attend training courses on inclusion, although in secondary school, the predisposition is lower than in high school. On the other hand, teachers of both educational stages show a mostly favorable attitude according to the CEFI-R, being higher in primary than in secondary school. In this sense, the public administration has work to do. © 2022 by the authors.