DigitalUM :: Browsing by browse.metadata.contributordepartment "Didáctica de las Ciencias Experimentales"

Browsing by browse.metadata.contributordepartment "Didáctica de las Ciencias Experimentales"

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Open Access
A Study of the Usefulness of Physical Models and Digital Models for Teaching Science to Prospective Primary School Teachers
(MDPI, 2023-03-27) Robles Moral, Francisco Javier; Fernández Díaz, Manuel; Ayuso Fernández, Gabriel Enrique; Didáctica de las Ciencias Experimentales
This study focuses on the impact of the use of teaching resources on future teachers in different formats, physical and digital. We worked with a single task dealing with nutrition in humans with two groups of students, but one group worked with a version of the task that used physical resources, and the other group used digital resources as tools. Analyzing the work carried out and the answers given by the future teachers, it has been possible to observe the advantage of using digital resources over physical ones, although it did not generate significant differences between the two groups of participating students. This study shows how convenient it is to increase the use of digital models because of their lower cost, greater availability and ease of use. In short, they argue that the teaching of scientific knowledge should be complemented by the use of resources and models that facilitate learning, regardless of the format of the resource used.
Open Access
Are future teachers involved in contributing to and promoting the reduction of massive waste generation?
(2024-09-03) García-Fortes, María Ángeles; Ortega-Lasuen, Unai; Esteve-Guirao, Patricia; Barrutia, Oihana; Ruiz-Navarro, Ana; Zuazagoitia, Daniel; Valverde-Pérez, Magdalena; Díez López, José Ramón; Banos-González, Isabel; Didáctica de las Ciencias Experimentales
Massive waste generation linked to overconsumption is considered one of the most significant socio-ecological issues today, becoming a challenge for health and well-being and a barrier to achieving sustainability. Education is key to raising awareness and involving citizens in the adoption of responsible consumption habits, facilitating the recognition of the relationship between our daily activities and the production of waste. The aim of this exploratory study is to analyse the perceptions and commitments of future secondary school teachers (FTs) toward this issue and to explore the educational approaches they propose to address it in the classroom (n = 138). In this work, a mixed-methods approach was used based on quantitative and qualitative data collected through a questionnaire. The results show that FTs have difficulties in recognising the different factors involved in the problem of massive waste generation. However, they incorporate the health and ecological vision, which is close to the holistic vision of the One Health approach. The majority of them take personal responsibility for the problem, although they opt for low-effort options. Regarding the educational proposals they design, only a minority can do it following a commitment-oriented approach.
Open Access
Colonization and plasticity in population traits of the invasive Alburnus alburnus along a longitudinal river gradient in a Mediterranean river basin
(REABIC Journals, 2019) Amat Trigo, Fátima; Torralva Forero, Mar; Ruiz Navarro, Ana; Oliva Paterna, Francisco J.; Didáctica de las Ciencias Experimentales
Identification of the most relevant habitat features necessary for the success of potential invaders, such as the bleak Alburnus alburnus with its high ecological risk, is fundamental for understanding the invasive process and, thus, for designing effective control programs. This study provides new insights into the residence time and variation of population traits of this species along a longitudinal gradient in one of the most regulated river basin in the Iberian Peninsula. Occurrence data collected from 25 sampling sites (three times in five years) along the Segura River Basin (SE Spain) showed that this species has spread rapidly and now inhabits more than 168 km of fluvial stretches (84.4% of the studied area). The captured individuals were four years old, although greater longevity and larger mature cohorts were more common in sites with longer residence times. Higher values in population abundance in the upstream part of the river basin were accompanied by increased growth rates and higher maximum sizes. The obtained results support the hypothesis that the wide plasticity of the population traits of A. alburnus plays an important role in its success in a highly regulated Mediterranean river basin, where this mechanism allows it to survive flow regulation events at various scales, as well as to resist the long-term environmental stress typical of Mediterranean-type rivers.
Open Access
¿Cómo utilizan los maestros en formación inicial sus conocimientos didácticos en el diseño de una prueba experiencial para evaluar subcompetencias de estudiantes de educación primaria?
(Universitat Autònoma de Barcelona, 2018-06-04) de Pro Chereguini, Carlos; de Pro Bueno, Antonio; Serrano Pastor, Francisca José; Didáctica de las Ciencias Experimentales; Métodos de Investigación y Diagnóstico en Educación
Partiendo de la importancia de los conocimientos didácticos en la formación inicial de los maestros, es preciso conocer qué han aprendido nuestros estudiantes, tras cursar la titulación de Maestro (especialidad Educación Primaria). Por ello, en el contexto de una prueba escrita en la última asignatura de Didáctica de las Ciencias Experimentales (DCE), tuvieron que diseñar una prueba para valorar los aprendizajes de unos niños de educación primaria sobre el tema de «Máquinas y dispositivos mecánicos». Los resultados muestran los logros conseguidos con nuestra intervención, pero también las limitaciones y obstáculos que no han superado.
Embargo
Effects of dietary lecithin, nucleoside, and krill supplementation to a fishmeal based diet on growth and feed utilization of sharpsnout sea bream (Diplodus puntazzo)
(AquacultureHub, 2016) Chatzifotis, Stavros; Sala Pérez, Manuel; Guerra, Elena; Santos Rodríguez, Lionel; Ruiz Navarro, Ana; Didáctica de las Ciencias Experimentales
The aim of this 96 day feeding trial was to investigate the effects of the addition of different combinations of dietary lecithin, nucleosides, and krill to a fishmeal-based diet on the growth, feed utilization, feed consumption, and body composition of sharpsnout sea bream (Diplodus puntazzo). Six hundred (600) fish (average weight 21.21 ± 0.06SD g) were divided into 8 groups (triplicate treatments) and fed eight isoenergetic fishmeal-based diets, (C-control, L-lecithin, N-nucleosides, K-krill, L+N-lecithin+nucleosides, N+K-nucleosides+krill, L+K-lecithin+krill, L+N+K-lecithin+nucleosides+krill). The effects of the dietary regimes were evaluated in terms of specific growth rate (SGR), feed conversion ratio (FCR), daily feed intake (DFI), and whole body chemical composition (moisture, crude ash, crude protein and crude lipid). At the end the trial the fish had tripled their initial weight. SGR, FCR and DFI were 1.17-1.24 %, 0.95-1.01, and 1.03-1.14% respectively. Although differences were observed between some groups, none of the tested feed additives improved SGR, FCR, and DFI, compared to the control diet. Analysis of whole body proximate composition showed that moisture, crude ash, crude protein, and crude lipid ranged 61.45-64.00%, 3.96-4.26%, 15.44-17.26% and 14.87-18.82% respectively. Crude lipid concentration was higher in whole body of fish fed the nucleoside supplemented diet compared to control, lecithin, and krill groups. No other effects of the dietary regime on the whole body composition of sharpshout sea bream were observed.
Embargo
Enantioselective effect of cysteine functionalized mesoporous silica nanoparticles in U87 MG and GM08680 human cells and Staphylococcus aureus bacteria
(2021) Martínez-Carmona, Marina; Cela, Carmela; Kuznetsova, Vera; Geogan, Joan; Gounko, Youri; Didáctica de las Ciencias Experimentales
Chirality is a fundamental phenomenon in biological systems, since most of the biomolecules and biological components and species are chiral and therefore recognize and respond differently depending on the enantiomer present. With increasing research into the use of nanomaterials for biomedical purposes, it is essential to understand the role that chirality of nanoparticles plays at the cellular level. Here, the chiral cysteine functionalization of mesoporous silica nanoparticles has been shown to broadly affect its interaction with U87 MG human glioblastoma cell, healthy human fibroblast (GM08680) and methicillin-resistant S. aureus bacteria. We believe that this research is important to further advancement of nano-biotechnology.
Open Access
ESD action competencies of future teachers: self-perception and competence profile analysis
(Emerald Publishing Limited, 2024-01) García-Fortes, María Ángeles; Banos-González, Isabel; Esteve-Guirao, Patricia; Didáctica de las Ciencias Experimentales
Purpose – This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals. Design/methodology/approach – A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies. Findings – FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile. Originality/value – This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.
Embargo
Future teachers facing the problem of climate change: meat consumption, perceived responsibility, and willingness to act.
(Taylor and Francis Group, 2021-05-19) Banos-González, Isabel; Esteve-Guirao, Patricia; Jaén, Mercedes; Didáctica de las Ciencias Experimentales
We explore the socio-ecological effects of meat consumption by assessing the impact of a didactical intervention. We focused on meat consumers’ profiles, their willingness to engage in pro-environmental actions and the allocation of responsibility for environmental issues. Using pretest-posttest-control methodology, a group of future primary-school teachers were surveyed before and after the intervention (TG, n = 95), together with a control group (CG, n = 49). The results show that, initially, both groups found it difficult to be critical of their meat consumption and to build clear relationships between it and climate change. After the intervention, the TG built better relationships and more elaborated arguments. Regarding their intentions to change their food consumption and perceived responsibility, the intervention also influenced the TG, with significant differences between the pre and posttests. Besides, we highlight the importance of promoting individual responsibility when addressing socio-ecological problems, since this variable showed significant positive correlations with the willingness to reduce meat consumption
Open Access
Los futuros maestros ante el problema de la contaminación de los mares por plásticos y el consumo.
(2018-10-11) Jaén, Mercedes; Esteve, Patricia; Banos-González, Isabel; Didáctica de las Ciencias Experimentales
En este trabajo se aborda desde el ámbito educativo el problema de la contaminación de los mares por residuos. En un escenario en el que la contaminación por plásticos se ha convertido en un problema de orden global, indagamos sobre las ideas, actitudes y competencias didácticas que muestran los futuros maestros cuando se enfrentan a los hábitos de consumo de nuestra sociedad actual. Se analiza la puesta en práctica de una intervención educativa en la que, a partir de una situación problemática vinculada a la contaminación por plásticos, los estudiantes realizan tareas en las que exploran el problema y algunos de sus hábitos de consumo. Sus respuestas indican que establecen relaciones causales entre ciertas actividades humanas y las problemáticas ambientales, y se muestran dispuestos a asumir compromisos para reducir sus consumos, aunque lo hacen desde un escenario limitado a su entorno y sus intereses. Al implementar esta problemática en Primaria, la mayoría utilizan un modelo simple basado en la información. Se han identificado algunas dificultades al concretar estrategias que permitan desarrollar el pensamiento crítico en los niños y niñas de Primaria.
Open Access
Futuros maestros: qué piensan sobre su formación en ciencias y qué hacen en sus prácticas escolares
(2020-12-24) Valverde-Pérez, Magdalena; Sánchez Blanco, Gaspar; Didáctica de las Ciencias Experimentales
En el contexto de la formación inicial de maestros, se estudian los logros del programa en didáctica de las ciencias experimentales, incluyendo la utilidad que tiene para promover cambios docentes durante las prácticas escolares. Concretamente, hemos preguntado a los alumnos por los contenidos y actividades de formación del programa, sus ideas sobre la enseñanza de las ciencias en primaria y sobre lo que hacen cuando enseñan ciencias durante sus prácticas escolares. Para ello, utilizando dos cuestionarios, hemos recogido las opiniones de 131 alumnos de tercer curso del Grado de Educación Primaria al finalizar su formación en ciencias y sus prácticas escolares. Los resultados muestran una valoración muy positiva del programa en didáctica de ciencias, con un claro posicionamiento de los alumnos sobre la enseñanza de las ciencias en primaria coherente con sus presupuestos teóricos, aunque persisten algunas ideas propias del modelo transmisivo en sus planteamientos metodológicos, así como, escasa incidencia en las actuaciones docentes que llevan a cabo durante las prácticas escolares. En ese contexto, el modelo de enseñanza tradicional percibido por los futuros maestros en las aulas y su bajo nivel de autoeficacia para realizar prácticas docentes innovadoras, parecen dificultar la conexión entre los conocimientos académicos y la práctica profesional.
Open Access
How Do Prospective Teachers Address Pupils’ Ideas during School Practices?
(MDPI, 2022-11-03) Valverde Pérez, Magdalena; Esteve Guirao, Patricia; Baños González, Isabel; Didáctica de las Ciencias Experimentales
This paper assesses the coherence between the conceptions of prospective teachers about pupils’ ideas and how these are used in their educational proposals for primary school classrooms. For this purpose, three dimensions were analysed: The nature, utilisation, and change of ideas. In addition, two instruments were used: A questionnaire, to find out what prospective teachers think about pupils’ ideas, and the educational proposals they designed during their school practices. For the latter, qualitative content analysis was used to establish four levels according to the didactic approach on which they base the consideration of pupils’ ideas: Transmissive or the construction of ideas. The results show that, in all three dimensions, the conception of pupils’ ideas consistent with the construction of ideas orientation dominates. Nevertheless, their educational proposals do not show this orientation since the majority designed traditional educational proposals (Levels 1 and 2). Thus, there is no correlation between their conceptions about pupils’ ideas and how these are considered in their proposals. Besides, this analysis shows that an inadequate interpretation of the nature of pupils’ ideas could strongly condition how these ideas are considered in the teaching and learning process. The educational implications of these results in initial teacher training are discussed.
Open Access
Identificación de especies de vertebrados en la formación inicial del profesorado
(Universidad de Cadiz, 2023-01) Robles Moral, Francisco Javier; Fernández Díaz, Manuel; Ayuso Fernández, Gabriel Enrique; Didáctica de las Ciencias Experimentales
La crisis de biodiversidad por la que atraviesa el planeta es uno de los retos más importantes a los que nos enfrentamos por lo que, también desde la educación, deben aportarse soluciones que permitan a la ciudadanía adquirir conocimiento y capacidad crítica suficientes para entender la realidad y poder actuar en consecuencia. El profesorado de los niveles más básicos del sistema educativo tiene la responsabilidad de aproximar distintos conceptos relacionados con la biodiversidad a su alumnado, así como de fomentar valores y actitudes de respeto hacia los seres vivos. En relación con la biodiversidad, uno de sus niveles más básicos e intuitivos para su abordaje en el sistema educativo es el nivel específico; si bien, diversas investigaciones ponen de manifiesto la dificultad para reconocer las especies. En la presente investigación se plantea como objetivo analizar la capacidad del profesorado de Primaria e Infantil en formación de reconocer e identificar aquellas especies del entorno cercano a través de la resolución de un cuestionario dividido en 4 bloques de preguntas sobre la identificación de 60 especies distintas, el origen de su conocimiento sobre especies y biodiversidad y su autopercepción sobre identificación y formación. Los resultados nos muestran que las especies de la fauna vertebrada cercana se reconocen con menor facilidad que otras especies más lejanas, pero con amplia presencia en los medios de comunicación. También se observa que el grupo de vertebrados que mejor se reconoce es el de los mamíferos. Ante este desconocimiento de lo cercano se concluye la necesidad de ofrecer a los futuros docentes otros contenidos que faciliten el conocimiento del entorno y especies más cercanas.
Embargo
La indagación como propuesta didáctica para trabajar las ciencias en Educación Infantil
(Tirant Lo Blanch, 2019-11-28) Cantó Doménech, José; de Pro Chereguini, Carlos; Didáctica de las Ciencias Experimentales
El uso de actividades de carácter científico, de contacto con la naturaleza, de explicación de los fenómenos naturales… en Educación Infantil (EI) es un hecho cotidiano en la gran mayoría de las escuelas. De hecho, no es extraño que las diferentes metodologías que se utilizan en esta etapa educativa (proyectos, juego libre, ambientes, rincones, fichas…), incorporen actividades que se podrían decir que tratan “contenidos científicos”, aprovechando que en esta etapa los niños y niñas empiezan a tener un contacto directo con el medio natural que les rodea y con distintos fenómenos naturales, a los que necesita darles una explicación. Otra cuestión distinta es la intencionalidad didáctica con la que los maestros y maestras de esta etapa preparan la puesta en acción de dichos contenidos en la realidad de nuestras aulas. En este trabajo subyacen dos preguntas fundamentales: ¿Cuál debe ser el objetivo fundamental de la enseñanza de las ciencias en esta etapa? ¿Cómo debe desarrollarse esta educación científica en las primeras etapas? Así, exponemos una propuesta metodológica para trabajar las ciencias en Educación Infantil y se presentan dos ejemplos concretos: uno referido a la utilización de distintos materiales y otro al trabajo con los espejos, la luz y las sombras.
Embargo
Inter-population variability in growth and reproduction of invasive bleak Alburnus alburnus (Linnaeus, 1758) across the Iberian Peninsula
(CSIRO Publishing, 2018-03-26) Latorre, Dani; Masó, Guillem; Verdiell Cubedo, David; Tarkan, Ali Serhan; Vila Gispert, Anna; Copp, Gordon H.; Cucherousset, Julien; da Silva, Eduardo; Fernández Delgado, Carlos; García Berthou, Emili; Miranda, Rafael; Oliva Paterna, Francisco J.; Ruiz Navarro, Ana; Serrano, José M.; Almeida, David; Didáctica de las Ciencias Experimentales
The native European freshwater cyprinid fish, common bleak Alburnus alburnus (Linnaeus, 1758), is an invasive non-native fish in the Iberian Peninsula, where it threatens the valuable endemic fish fauna. Despite the bleak’s invasive status, there is a dearth of studies on the biological traits of non-native populations in Europe’s Mediterranean region, and the present study aimed to compare bleak growth and reproductive traits across the principal rivers of Iberia with those from a native ‘reference’ bleak population in France. Non-native bleak from the River Tagus had the highest back-calculated total lengths (TLs), growth rate and body condition, but the lowest reproductive investment and smallest egg size of all studied populations. Whereas, these latter two traits were the highest in the River Ebro, where fecundity was the lowest for all Iberian rivers. The youngest age and the smallest TL at maturity were observed in the River Ebro. The River Segura had the lowest back-calculated TLs and growth rate, the highest fecundity and proportion of females, and the oldest age at maturity. Population traits of bleak in the River Saoˆne (the native ‘reference’ population) were generally different from those in Iberian rivers, except for the River Ebro. This wide inter-population variability contributes to the species’ successful establishment in novel habitats.
Open Access
Interpopulation variability in dietary traits of invasive bleak Alburnus alburnus (Linnaeus, 1758) across the Iberian Peninsula
(MDPI, 2020-08-05) Latorre, Dani; Masó, Guillem; Hinckley, Arlo; Verdiell Cubedo, David; Castillo García, Gema; González Rojas, Anni; Black Barbour, Erin N.; Vila Gispert, Anna; García Berthou, Emili; Miranda, Rafael; Oliva Paterna, Francisco J.; Ruiz Navarro, Ana; da Silva, Eduardo; Fernández Delgado, Carlos; Cucherousset, Julien; Serrano, José M.; Almeida, David; Didáctica de las Ciencias Experimentales
The bleak Alburnus alburnus is native to most of Europe. This cyprinid ﬁsh is a successful invader in the Iberian Peninsula. No studies exist on its foraging strategies on a large scale for this ecoregion. The aim of the present study was to compare dietary traits of invasive bleak among the main Iberian rivers and a ‘reference’ native bleak population from France. Bleak were sampled during May–June 2019 from the Iberian Rivers Ebro, Tagus, Guadiana, Segura and Guadalquivir and the River Saône (France). Diptera larvae and zooplankton were common food categories in the River Saône. Insect nymphs were more important in the River Ebro. The intake of plant material was higher in the River Tagus. Flying insects were more consumed in the River Guadiana. Nektonic insects were important in the River Guadalquivir. Detritus was a frequent food category for all populations, in terms of occurrence and mass. Dietary parameters followed a unimodal response in relation to the latitudinal gradient, with the maximum values for the Tagus and Guadiana populations. Overall, results suggest that this wide interpopulation variability will contribute to the species’ successful establishment throughout Mediterranean Europe, which poses a serious risk to its highly valuable native ﬁsh fauna.
Open Access
Itinerario didáctico multidisciplinar en Madrid: validación con maestros en formación
(Universidad Autonoma de Baja California, 2021-09) Martínez Hernández, Carlos; Robles Moral, Francisco Javier; yuvero, Claudia; Didáctica de las Ciencias Experimentales
Este trabajo tiene como objetivo el diseño y validación de un itinerario didáctico en Madrid con estudiantes de un Grado en Educación Primaria, conformado por visitas y actividades relacionadas con los currículos de Ciencias Sociales y Naturales y, en vinculación, las asignaturas universitarias relacionadas con sus didácticas. La validación se establece con un análisis de datos de enfoque mixto mediante un cuestionario al alumnado participante y una puesta en común de aprendizajes. Entre los resultados destacan el alto porcentaje de nuevos conocimientos multidisciplinares adquiridos, la elevada valoración del conjunto del itinerario y sus partes y la eficacia del ejercicio de geografía urbana para comprender la turistificación de los centros urbanos. Se concluye que los itinerarios didácticos como el de esta experiencia pueden contribuir a mejorar sustancialmente la formación docente y permitir una mayor transferencia a la etapa primaria, por lo que su réplica –con ciertas correcciones detalladas– es aconsejable.
Open Access
Medio natural interdisciplinar: taller didáctico para estudiantes del Grado de Educación Primaria
(Universidad Pública de Navarra, 2021-03-24) Robles Moral, Francisco Javier; Martínez Hernández, Carlos; Cifo-Izquierdo, María Isabel; Farinós-Celdrán, Pablo; Didáctica de las Ciencias Experimentales
En el sistema educativo actual se concede mucha importancia al trabajo interdisciplinar y al aprendizaje significativo, cercano al entorno físico y social del alumnado. En este contexto y con el objetivo de demostrar la hipótesis de que el medio natural puede ser un espacio eficaz para canalizar proyectos educativos interdisciplinares, se diseñó un taller didáctico en un espacio natural dirigido a docentes en formación, con una serie de actividades prácticas para adquirir destrezas, valores y conocimientos de tres áreas: Educación Física, Ciencias de la Naturaleza y Ciencias Sociales. En el taller participaron 29 estudiantes de tercer curso del Grado en Educación Primaria de ISEN Centro Universitario. Para la puesta en práctica se aplicó un procedimiento evaluativo, que estuvo conformado por un cuestionario post-actividad y una adaptación de la técnica del tendero de los deseos, que fueron analizados estadísticamente. Los participantes demostraron una notable adquisición de conocimientos en las tres áreas, aunque claramente mayor en Ciencias Sociales, y mostraron con éxito una adecuada transferencia didáctica interdisciplinar. Finalmente, se pone de manifiesto la necesidad de que los futuros docentes conozcan y sepan aprovechar didácticamente los recursos que ofrece el medio natural desde una perspectiva constructivista, en aras de una mejor formación integral.
Open Access
Model for the Evaluation of Teaching Competences in Teaching–Learning Situations
(MDPI, 2021-06) Ponce Gea, Ana Isabel; Pro Chereguini, Carlos de; Didáctica de las Ciencias Experimentales
Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the framework of the school practicums of the degree in early childhood education (the unique practical context where a real application of competences may be assessed before professional performance). For this purpose, we analyzed the legislation (the specific didactic- disciplinary competences of the ECI/3854/2007 Order) and the school practicum plans of Spanish universities, in order to provide a useful tool to know how students apply theoretical learning in their classroom practices. The resulting model, focused on the learning of natural sciences, social sciences and mathematics, enables understanding the level of development of the didactic-disciplinary competences and can be considered as a conceptual framework to design instruments for different contexts.
Open Access
Modelo científico y modelo cinético corpuscular en libros de texto. Análisis ontológico
(Universitat de Valencia, 2023) Valverde-Pérez, Magdalena; Solano, Isabel; Didáctica de las Ciencias Experimentales
Si bien los modelos desempeñan un papel fundamental en el desarrollo de la ciencia y la educación científica, el libro de texto como material curricular utilizado en las aulas juega un papel crucial en el proceso de enseñanza y aprendizaje de estos contenidos. Este trabajo propone utilizar los constituyentes ontológicos que definen un modelo científico, así como sus funciones esenciales, para conocer cómo los libros de texto contribuyen a la enseñanza de modelo científico, como elemento de la actividad científica, y a la del modelo cinético corpuscular como modelo científico escolar. Para ello se analizaron libros de texto de física y química de 2° de educación secundaria obligatoria. El análisis muestra una escasa atención al modelo científico como elemento fundamental de la actividad científica, falta de consideración de algunos constituyentes ontológicos al introducir el modelo cinético corpuscular y carencia de actividades que promuevan la predicción como función esencial del modelo.
Embargo
Predicting shifts in the climate space of freshwater fishes in Great Britain due to climate change
(Elsevier, 2016) Ruiz Navarro, Ana; Didáctica de las Ciencias Experimentales
The implications of climate change for terrestrial and aquatic taxa are for their dispersal pole-wards and/ or to higher altitudes as they track their climate niches. Here, bioclimatic models are developed to predict how projected climate change scenarios for a northern temperate region (Great Britain) shift the climate spaces (i.e. areas of suitable thermal habitat) for 12 freshwater ﬁshes of the Salmonidae, Percidae, Esocidae and Cyprinidae families. Climate envelope models developed in Biomod2 used the current species' distributions and their relationships with current climatic variables, and projected these onto the BCC-CSM1-1 and HadGEM2-AO climate change scenarios (low and high emissions, 2050 and 2070) in full and no dispersal scenarios. Substantial contractions in climate spaces were predicted for native salmonid ﬁshes, with decreases of up to 78% for Atlantic salmon Salmo salar, with these largely unchanged between the dispersal scenarios. Conversely, for the majority of cyprinid ﬁshes, expansions were predicted, including into northern regions where they are current not present biogeographically. Only under the no dispersal scenarios did their predicted distributions remain the same as their current distributions. For all non-salmonid species, the most important climate variables in the model predictions related to temperature; for salmonids, they were a combination of temperature and shifts in annual mean precipitation. As these predictions suggest that there is potential for considerable alterations to the climate spaces of freshwater ﬁshes in Great Britain during this century then regulatory and mitigation conservation actions should be undertaken to minimise these.