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SEM Model to Determine the Relationship Between Neurodidactics, Inclusive Education and Sustainability

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dc.contributor.authorHernández Fernández, Antonino
dc.contributor.authorBarros Camargo, Claudia de
dc.date.accessioned2024-10-31T09:40:00Z
dc.date.available2024-10-31T09:40:00Z
dc.date.issued2022-06-05
dc.description.abstractThe research presented here is based on the objective of analyzing whether there is a relationship among neurodidactics, educational inclusion and sustainability in a university context. The starting point was a non-experimental, descriptive, explanatory and correlational research, using an ad hoc Likert scale as a data collection instrument, which has been validated in content and constructs through exploratory factor analysis. The sample consist of 577 participants of undergraduate and graduate students from the University of Jaen (Spain). The results obtained allow us to establish important points for reflection, such as the concept of neurodidactics in the university context, simplified to neurotransmitters, brain areas or multiple intelligences, as well as reducing inclusion to the existence of students with disabilities in the classroom, or to a sustainability that is not considered a driver of change in the current educational system. The conclusion obtained from SEM modeling is the existence of a very strong relationship among neurodidactics and educational inclusion, and the latter with sustainability, while there is a low relationship between neurodidactics and sustainability. Finally, we provide the values that confirm that the proposed model is valid: X2/gl (5.2). IAA: GFI (0.91), RMSEA (0.074), ECVI (1.83). IAI: IFI (0.97), NFI (0.98), RFI (0.96). IP: PNFI (0.78), PGFI (0.65).en
dc.description.versionversión publicada
dc.identifier.citationHernández Fernández, A. & Camargo, C. D.B. (2022). SEM model to determine the relationship between neurodidactics, inclusive education and sustainability. Journal of Turkish Science Education, 19(3), 740-757.
dc.identifier.doihttps://doi.org/10.36681/tused.2022.147
dc.identifier.issn1304-6020
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24217
dc.journal.issue3
dc.journal.titleJournal of Turkish Science Education
dc.journal.volume19
dc.language.isoen
dc.page.final757
dc.page.initial740
dc.publisherThe Kettil Bruun Society for Social and Epidemiological Research on Alcohol, Canada
dc.relation.centerFacultades y escuelas::Facultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación I
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
dc.subject.keywordsSEMen
dc.subject.keywordsneurodidacticsen
dc.subject.keywordsinclusive educationen
dc.subject.keywordssustainabilityen
dc.subject.keywordseducationen
dc.titleSEM Model to Determine the Relationship Between Neurodidactics, Inclusive Education and Sustainabilityen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication8bad378a-ff27-4ec6-93fb-5ea4f6cd09f4
relation.isAuthorOfPublication.latestForDiscovery8bad378a-ff27-4ec6-93fb-5ea4f6cd09f4
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