Inquiry based learning: why buying a car with a tree included? Enhancing science and mathematic learning

International reports reveal a deficient situation in relation to science and mathematics learning, which can be considered as an obstacle for the education of literate and informed citizens and the qualification and the preparation of future scientists and engineers. This situation may be partly attributed to the way science and mathematics are taught at school. Research on effective teaching approaches shows that inquiry based learning (IBL) improves students’ engagement and motivation for science and mathematics learning and promotes the development of process skills, critical thinking and conceptual understanding of some science and mathematics topics. The present work describes the design and implementation of an instructional approach for enhancing science and mathematics learning through IBL. The instructional approach is based on the design of an interdisciplinary task which starts by challenging students through the analysis of an advertisement. The initial scenario engages students in an investigation process to look for evidence and understanding while acquiring meaningful learning of key science topics and mathematical tools. The task also takes advantage of current technological resources to facilitate and support the overall inquiry process. (Orig.

Homological computation using spanning trees

We introduce here a new F2 homology computation algorithm based on a generalization of the spanning tree technique on a finite 3-dimensional cell complex K embedded in ℝ3. We demonstrate that the complexity of this algorithm is linear in the number of cells. In fact, this process computes an algebraic map φ over K, called homology gradient vector field (HGVF), from which it is possible to infer in a straightforward manner homological information like Euler characteristic, relative homology groups, representative cycles for homology generators, topological skeletons, Reeb graphs, cohomology algebra, higher (co)homology operations, etc. This process can be generalized to others coefficients, including the integers, and to higher dimension

First report of the stinkbug \u3ci\u3eEdessa leucogramma\u3c/i\u3e (Perty) (Hemiptera: Heteroptera: Pentatomidae: Edessinae) attacking \u3ci\u3eHandroanthus chrysanthus\u3c/i\u3e (Jacq.) S.O. Grose (Bignoniaceae), with descriptions of the adult and immatures and notes on associated fungi and protozoa

The stinkbug Edessa leucogramma (Perty) (Hemiptera: Pentatomidae: Edessinae) is reported as a pest of young yellow guayacán trees (Handroanthus chrysanthus (Jacq.) S.O. Grose, Bignoniaceae) in the met­ropolitan area of the Aburra Valley in Antioquia, Colombia (AMVA). We provide a short description of the adult and immature stages and report for the first-time protozoa associated with the digestive system of this species of true bug in addition to information regarding a fungus found associated with Edessa leucogramma in the field. Se reporta el chinche Edessa leucograma (Perty) (Hemíptera: Pentatomidae: Edessinae), como plaga importante de árboles jóvenes del guayacán amarillo (Handroanthus chrysanthus (Jacq.) S.O. Grose, Bignoniaceae) en el área metropolitana del Valle de Aburra en Antioquia, Colombia. Se presentan descrip­ciones cortas del adulto y los estadios inmaduros, y se reporta por primera vez la presencia de protozoarios asociados con el sistema digestivo de esta especie de chinche y proveemos información acerca de un hongo encontrado en asociación con Edessa leucogramma en el campo

Enhanced Parallel Generation of Tree Structures for the Recognition of 3D Images

Segmentations of a digital object based on a connectivity criterion at n-xel or sub-n-xel level are useful tools in image topological analysis and recognition. Working with cell complex analogous of digital objects, an example of this kind of segmentation is that obtained from the combinatorial representation so called Homological Spanning Forest (HSF, for short) which, informally, classifies the cells of the complex as belonging to regions containing the maximal number of cells sharing the same homological (algebraic homology with coefficient in a field) information. We design here a parallel method for computing a HSF (using homology with coefficients in Z/2Z) of a 3D digital object. If this object is included in a 3D image of m1 × m2 × m3 voxels, its theoretical time complexity order is near O(log(m1 + m2 + m3)), under the assumption that a processing element is available for each voxel. A prototype implementation validating our results has been written and several synthetic, random and medical tridimensional images have been used for testing. The experiments allow us to assert that the number of iterations in which the homological information is found varies only to a small extent from the theoretical computational time.Ministerio de Economía y Competitividad MTM2016-81030-

Homological tree-based strategies for image analysis

Homological characteristics of digital objects can be obtained in a straightforward manner computing an algebraic map φ over a finite cell complex K (with coefficients in the finite field F2={0,1}) which represents the digital object [9]. Computable homological information includes the Euler characteristic, homology generators and representative cycles, higher (co)homology operations, etc. This algebraic map φ is described in combinatorial terms using a mixed three-level forest. Different strategies changing only two parameters of this algorithm for computing φ are presented. Each one of those strategies gives rise to different maps, although all of them provides the same homological information for K. For example, tree-based structures useful in image analysis like topological skeletons and pyramids can be obtained as subgraphs of this forest

Educación Musical Escolar en las Américas: Condiciones, Prácticas, y Políticas desde una Perspectiva Socio-Ecológica

La educación musical formal está presente en un gran número de escuelas primarias y secundarias a lo largo de las Américas, aunque tanto las políticas educativas, planes de estudios y su implementación varían según regiones, estados e instituciones educativas. El conocimiento de las condiciones actuales de la educación musical en un hemisferio, cada vez más interconectado e interdependiente, podría ofrecer ideas para resolver desafíos de acceso, igualdad, y equidad hacia una educación artística de calidad. Este artículo ha sido escrito para proporcionar una sintaxis general, no exhaustiva, de la investigación sobre programas y políticas de música escolar a lo largo de las Américas. Más específicamente, dentro de un marco socioeconómico, hemos tratado de determinar de qué manera factores externos afectan las prácticas docentes así como el impacto de los docentes de aula en estas fuerzas. Se espera que esta examinación ofrezca ideas a quienes elaboran y promueven políticas educativas en artes, para asegurar que los estudiantes tengan igualdad de oportunidades y acceso a una educación musical escolar de calidad

Distribution of phytoplankton pigments in nine European estuaries and implications for an estuarine typology

Phytoplankton pigments were studied by LiquidChromatography (HPLC) in nine West Europeanestuaries. Three estuaries, i.e. the Rhine,Scheldt and the Gironde were sampled four timesto cover the different seasons, whereas theother six estuaries were sampled once. Pigmentdistributions in estuaries reflect bothriverine inputs as well as autochthonousblooms. Fucoxanthin was the most commonaccessory photosynthetic pigment showing thatDiatoms were the most common group in thestudied estuaries and were particularlydominant during autumn and winter. In the veryturbid Gironde estuary, degradation processeswere predominant between salinities 1 and 20,while Diatoms, Dinoflagellates and Cryptophytesbloomed above 20 salinity during spring andsummer. This contrasted with the highlyeutrophic but less turbid Scheldt, wherephytoplanktonic blooms occurred at lowsalinities close to the city of Antwerp. In theScheldt, we observed both a tenfold fluctuationof phytoplankton biomass and a fluctuatingpigment diversity index. In contrast,chlorophyll a was always low in theGironde, but we observed large variations ofpigment diversity among samplings duringdifferent seasons. Distribution of pheopigmentsshowed that the maximum turbidity zone (MTZ)was a highly reactive region for heterotrophicphytoplankton degradation. The Scheldt and theThames were the most anthropogenic influencedestuaries contrasting with the Gironde estuarythat has a less urbanised watershed. Anestuarine typology is proposed based on threeclusters emerging from a correspondenceanalysis of pigment variables and variablescharacterising the anthropogenic impact andphysical forcing

Differences in behavioural traits among native and introduced colonies of an invasive ant

Identifying the factors that promote the success of biological invasions is a key pursuit in ecology. To date, the link between animal personality and invasiveness has rarely been studied. Here, we examined in the laboratory how Argentine ant populations from the species' native and introduced ranges differed in a suite of behaviours related to species interactions and the use of space. We found correlations among specific behavioural traits that defined an explorative-aggressive syndrome. The Main "European" supercolony (introduced range) more readily explored novel environments, displayed more aggression, detected food resources more quickly, and occupied more space than the Catalonian supercolony (introduced range) and two other Argentine supercolonies (native range). The two native supercolonies also differed in their personalities; one harbouring the less invasive personality, while the other is intermediate between the two introduced supercolonies. Therefore, instead of a binary pattern, Argentine ant supercolonies display a behavioural continuum that is independent on their geographic origin (native/introduced ranges). Our results also suggest that variability in personality traits is correlated to differences in the ecological success of Argentine ant colonies. Differences in group personalities may facilitate the persistence and invasion of animals under novel selective pressures by promoting adaptive behaviours. We stress that the concept of animal personality should be taken into account when elucidating the mechanisms of invasiveness

Invoking a creative and innovative spirit in music teacher education

En el documento, Framework for 21st Century Learning, diseñado para preparar a los estudiantes de primaria y secundaria para el éxito en una economía global, la creatividad y la innovación es esencial. En todas las materias, los alumnos deben pensar en forma creativa lo que significa que deben utilizar una amplia gama de técnicas y generación de ideas, crear ideas nuevas y que valgan la pena, y elaborar, refinar, analizar y evaluar sus propias ideas con el fin de mejorar y maximizar los esfuerzos creativos. También se espera que estudiantes trabajen creativamente con otros en el proceso de innovar. Los estudiantes deben comunicar sus ideas de manera efectiva a los demás, ser sensible a las diversas ideas y puntos de vistas, demostrar originalidad, reconocer restricciones y limitaciones, y aprender de los errores y fracasos. Además, deben innovar, es decir, crear algo útil y tangible como resultado de su pensar y de su trabajo en conjunto (Partnership for 21st Century Skills, 2011). Esta visión del plan de estudios, con un ojo hacia la creatividad y la innovación, tiene como meta orientar a los profesores de primaria y secundaria. Desafortunadamente, muchos de estos profesores no fueron educados en sistemas que valoran o se practican estas ideas, lo cual puede haber limitado su propia creatividad o innovación. Es lógico asumir que estos profesores se sienten incómodos en incorporar estos hábitos de la mente y la práctica en sus propias aulas. Esto podría explicar la razón por la cual composición e improvisación, la escucha creativa e interpretación imaginativa en las escuelas tienden ser menos importante que las experiencias de aprendizaje más directivos. Este artículo ofrece ideas a los profesores que preparan a estos maestros, que se encuentran responsable para facilitar el empleo de la creatividad en pensamiento y la práctica musical. De esta manera, maestros del mañana podrán alcanzar un mayor nivel de creatividad e innovación, que les ayudara a estar mejor preparados para guiar a sus propios estudiantes.Students in all subject areas are expected to think creatively which means they should “use a wide range of idea creation techniques, create new and worthwhile ideas, and elaborate, refine, analyze and evaluation their own ideas in order to improve and maximize creative efforts.” They are also expected to work creatively with others and innovate. Students should communicate their ideas effectively to others, be responsive to the diverse ideas and viewpoints of others, demonstrate originality while recognizing constraints and limitations, and learn from mistakes and failures. Additionally, they should innovate, that is, create something useful and tangible as a result of their thinking and working with others (Partnership for 21st Century Skills, 2011). This vision of curriculum with an eye towards creativity and innovation is meant to guide primary and secondary teachers. Unfortunately, many of the teachers for whom this was intended were not educated in settings where such ideas were valued or practiced, thus those who did not have experiences creating and innovating might be less comfortable and well versed in incorporating those habits of mind and practice in their own classrooms. For example, this might explain why composition and improvisation, creative listening and interpretative performance in school music programs have taken a backseat to more top-down, teacher directive music learning experiences. This article offers ideas for music teacher educators to facilitate more creative and innovative thinking and practice in preservice education. In so doing, preservice teachers can become more creative and innovative, and thus be better prepared to guide their own students