Isaac Corbacho‐Cuello
Biographic Data
| ID | 6585636 |
|---|---|
| NAME | Isaac Corbacho‐Cuello |
| GIVEN NAMES | Isaac |
| FAMILY NAME | Corbacho‐Cuello |
| SIGNATURE | CUELLO I C |
| AFFILIATIONS | Universidad de Extremadura |
| ORCID | 0000-0003-1768-8270 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Promoting sustainability engagement in primary education
This study examines how fifth-grade students engage with Education for Sustainable Development across four dimensions—knowledge, attitudes, behaviors, and conative awareness—while also exploring gender-based differences that offer valuable insights for designing more inclusive and effective teaching practices. A sample of 165 students from four Spanish primary schools completed a structured questionnaire addressing their understanding of Sustaina…
From reaction to regulation
This study explores the emotional responses and teaching self-efficacy of 455 preservice primary teachers across ten science topics in biology, geology, and physics, using a cross-sectional cohort design. A Likert-scale questionnaire measured ten discrete emotions (e.g. enthusiasm, confidence, boredom, frustration) and allowed comparisons between four academic years. Emotional changes followed two distinct patterns: short-term shifts after instru…
Teacher Education as an Agent for Sustainability
This study validates the Knowledge, Attitude, and Behavior (KAB) Questionnaire, a comprehensive tool designed to evaluate sustainability‐related knowledge, attitudes, and behaviors among pre‐service primary school teachers, with a specific alignment to five key Sustainable Development Goals (SDGs). The questionnaire, comprising 39 items across three dimensions—economic, environmental, and social—was administered to 229 pre‐service teachers at a S…
A longitudinal study during scientific teacher training
Learning processes are undoubtedly linked to affective factors. Motivation, interest, curiosity and emotions have been already detected as the core of learning processes: affective domain modulates learning. In this work, a quantitative longitudinal study (three courses) has been conducted during primary school teacher training. An initial diagnosis of affective variables (emotions and self-efficacy) and scientifical knowledge revealed that prosp…
Assessment of botanical learning through an educational intervention based on aromatic plants and their uses in the immediate environment
In order to achieve meaningful learning and in view of the need for education for sustainable development (ESD), pedagogical proposals based on experiential methodologies, paying attention to what is taught and with what objective, are essential. Sustainability in education implies a new vision of the term integral sustainability (IS); this should not only focus on environmental aspects of sustainability, but make the whole process of learning su…
Bridging generations
This is an Author’s Original Manuscript (AOM) version of the following article, accepted for publication in Environmental Education Research. Corbacho-Cuello, I., NúñezFlores, A., Hernández-Barco, M. A., & Muñoz-Losa, A. (2024). Bridging generations: how primary school students and primary school prospective teachers view animals. Environmental Education Research, 1–19. https://doi.org/10.1080/13504622.2024.2432997. It is deposited under the term…
An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers
This research offers a descriptive and inferential analysis of the emotions toward the teaching of science felt by 144 second-year students of a Primary Education bachelor’s degree course, identifying their learning styles in accordance with the theory of Multiple Intelligences, studying their perception of self-efficacy concerning the different scientific contents they would need to teach, and establishing correlations between these variables. T…
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An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers
This research offers a descriptive and inferential analysis of the emotions toward the teaching of science felt by 144 second-year students of a Primary Education bachelor’s degree course, identifying their learning styles in accordance with the theory of Multiple Intelligences, studying their perception of self-efficacy concerning the different scientific contents they would need to teach, and establishing correlations between these variables. T…
A longitudinal study during scientific teacher training
Learning processes are undoubtedly linked to affective factors. Motivation, interest, curiosity and emotions have been already detected as the core of learning processes: affective domain modulates learning. In this work, a quantitative longitudinal study (three courses) has been conducted during primary school teacher training. An initial diagnosis of affective variables (emotions and self-efficacy) and scientifical knowledge revealed that prosp…
Assessment of botanical learning through an educational intervention based on aromatic plants and their uses in the immediate environment
In order to achieve meaningful learning and in view of the need for education for sustainable development (ESD), pedagogical proposals based on experiential methodologies, paying attention to what is taught and with what objective, are essential. Sustainability in education implies a new vision of the term integral sustainability (IS); this should not only focus on environmental aspects of sustainability, but make the whole process of learning su…
Bridging generations
This is an Author’s Original Manuscript (AOM) version of the following article, accepted for publication in Environmental Education Research. Corbacho-Cuello, I., NúñezFlores, A., Hernández-Barco, M. A., & Muñoz-Losa, A. (2024). Bridging generations: how primary school students and primary school prospective teachers view animals. Environmental Education Research, 1–19. https://doi.org/10.1080/13504622.2024.2432997. It is deposited under the term…
From reaction to regulation
This study explores the emotional responses and teaching self-efficacy of 455 preservice primary teachers across ten science topics in biology, geology, and physics, using a cross-sectional cohort design. A Likert-scale questionnaire measured ten discrete emotions (e.g. enthusiasm, confidence, boredom, frustration) and allowed comparisons between four academic years. Emotional changes followed two distinct patterns: short-term shifts after instru…
Teacher Education as an Agent for Sustainability
This study validates the Knowledge, Attitude, and Behavior (KAB) Questionnaire, a comprehensive tool designed to evaluate sustainability‐related knowledge, attitudes, and behaviors among pre‐service primary school teachers, with a specific alignment to five key Sustainable Development Goals (SDGs). The questionnaire, comprising 39 items across three dimensions—economic, environmental, and social—was administered to 229 pre‐service teachers at a S…
Promoting sustainability engagement in primary education
This study examines how fifth-grade students engage with Education for Sustainable Development across four dimensions—knowledge, attitudes, behaviors, and conative awareness—while also exploring gender-based differences that offer valuable insights for designing more inclusive and effective teaching practices. A sample of 165 students from four Spanish primary schools completed a structured questionnaire addressing their understanding of Sustaina…
Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Animal and Plant Science Education (2 works) · Diverse Educational Innovations Studies (2 works) · Education, Achievement, and Giftedness (2 works) · Educational Environments and Student Outcomes (2 works) · Emotional Intelligence and Performance (2 works) · Environmental Education and Sustainability (2 works) · Medical education (2 works)