Identification of vertebrate species in the initial training of teachers

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.Biodiversity crisis is one of the most important challenges we face. In this sense, education must provide solutions that allow citizens to acquire sufficient knowledge and critical capacity to understand reality and to be able to act accordingly. Teachers, at the most basic levels of the education system, are, responsible for bringing different concepts related to biodiversity closer to their students, as well as for fostering values and attitudes of respect towards living beings. In relation to biodiversity, one of the most basic and intuitive levels for its approach in the educational system is the organism level. However, there are researches that show the difficulties that people have in recognizing certain species through the resolution of a questionnaire of 60 species of vertebrates. The objective of this initial research is to analyse the ability of pre-service teachers to recognize and identify those species in their immediate environment. The results show that closer vertebrate species are recognized much more difficult than other species far away but well known because of their presence in the media. In addition, it is also observed that mammals are the best recognized vertebrates. Because of this lack of knowledge about closer species, we should consider the possibility and convenience of offering to future teachers other contents that facilitate knowledge of the closer species and environment

La percepción de los futuros maestros y maestras de Educación Primaria de los Espacios Naturales Protegidos como recursos para la enseñanza de las ciencias y el medio ambiente

The loss of biodiversity is one of the worst faces of the current global environmental crisis. To mitigate the negative effects of this loss, which affects species, ecosystem services and therefore also humans, different conservation strategies are implemented, among them Natural Protected Areas (NPAs). Furthermore, education must be understood as a fundamental tool for biodiversity conservation. The objective of the present investigation is to know how future Primary Education teachers perceive the NPAs as an educational resource. For this purpose, a survey is proposed, directed to the students of the last year of the Primary Education Degree. Among the results, it is observed a marked lack of knowledge about the NPAs, and a perception of these areas as places for environmental awareness activities. The potential for scientific literacy is not fully perceived.La actual crisis ambiental que atraviesa el planeta tiene en la pérdida de la biodiversidad una de sus peores caras. Para paliar los efectos negativos de esta pérdida, que afecta a las especies, a los servicios ecosistémicos y por tanto también a los seres humanos, se implementan distintas estrategias de conservación, entre ellas se cuentan los Espacios Naturales Protegidos (ENP). Además, la educación debe entenderse como otra herramienta fundamental para la conservación de la biodiversidad. El objetivo de la presente investigación es conocer cómo perciben los futuros docentes de Educación Primaria los ENP como recurso educativo. Para ello se plantea una encuesta dirigida al alumnado del último curso del Grado en Educación Primaria. Entre los resultados se observa un marcado desconocimiento, a efectos prácticos de los ENP, y una percepción de estas áreas como lugares para actividades de concienciación ambiental, no percibiéndose en su totalidad el potencial para la alfabetización científica. Concluimos relacionando los déficits de conocimiento científico y conocimiento didáctico del futuro profesorado de Primaria en esta materia medioambiental, lo que nos conduce a replantear diferentes aspectos de ambas formaciones en los estudios del Grado

Knowledge and assessments of bachelor's students on the use of biotechnological applications

El aumento de la utilización de las aplicaciones de biotecnología está suponiendo una mayor presencia de la misma en los currículos de Biología en la ESO y Bachillerato y, en consecuencia, también de las investigaciones acerca de los problemas de enseñanza y aprendizaje relacionados. Así, en este trabajo se pretende mostrar cuáles son los conocimientos y las valoraciones de estudiantes de 2º de Bachillerato sobre las aplicaciones en biotecnología, y más en concreto, sobre la biofarmacología. El análisis de los cuestionarios y las entrevistas individuales han permitido reflejar los criterios que utilizan durante la justificación de sus puntos de vista, analizando aspectos tanto de contenido como de tipo estructural, para facilitar la comprensión de sus decisiones. Además, en nuestro trabajo constatamos que las dificultades sobre conocimientos básicos en áreas como la genética o la microbiología pueden dificultar la comprensión de la biotecnología. Por otra parte, nuestro alumnado se muestra más favorable hacia las aplicaciones orientadas a la resolución de problemas de salud, o las que no requieren animales en la investigación. Finalmente, consideramos conveniente la utilización en el aula de controversias sociocientíficas basadas en contextos reales para conseguir un mayor grado de implicación del alumnado en actividades de argumentación. Para ello, planteamos una propuesta didáctica, sobre la fabricación de insulina para personas diabéticas, que puede servir de referente para el profesorado de Bachillerato.The increased use of biotechnology applications is leading to a greater presence of them in Biology curricula in ESO and Baccalaureate. Consequently, it also can be found an increment in educational researches related to their teaching and learning. Thus, the aim of this work is to assess the knowledge and values of 2nd Baccalaureate students about applications in biotechnology and, specifically, about biopharmacology. The analysis of the questionnaires and the individual interviews has targeted towards both the content and the structure of the claims that students reveal. The criteria that they use during the justification of their points of view facilitate the understanding of their decisions. Furthermore, in our work we find that difficulties regarding basic knowledge in areas such as genetics or microbiology can hinder the understanding of biotechnology. On the other hand, our students are more favorable towards applications aimed at solving health problems, or those that do not require animals in research. Finally, we consider it convenient to use socio-scientific controversies based on real contexts in the classroom to achieve a greater degree of student involvement in argumentation practices. To do this, we propose a teaching activity based on the manufacture of insulin for diabetics, which can serve as a reference for teachers of Baccalaureate

Impact of magnesium supplementation in muscle damage of professional cyclists competing in a stage race

Producción CientíficaMagnesium is a cofactor of different enzymatic reactions involved in anabolic and catabolic processes that affect muscular performance during exercise. In addition, it has been suggested that magnesium could participate in maintaining muscle integrity during demanding effort. The main purpose of this study was to analyze the effects of magnesium supplementation in preventing muscle damage in professional cyclists taking part in a 21-day cycling stage race. Eighteen male professional cyclists (n = 18) from two teams were recruited to participate in the research. They were divided into 2 groups: the control group (n = 9) and the magnesium-supplemented group (n = 9). The supplementation consisted of an intake of 400 mg/day of magnesium during the 3 weeks of competition. Blood samples were collected according to World Anti-Doping Agency rules at three specific moments during competition: immediately before the race; mid competition; and before the last stage. Levels of serum and erythrocyte magnesium, lactate dehydrogenase, creatinine kinase, aspartate transaminase, alanine transaminase, myoglobin, aldolase, total proteins, cortisol and creatinine were determined. Serum and erythrocyte magnesium levels decreased during the race. Circulating tissue markers increased at the end of the race in both groups. However, myoglobin increase was mitigated in the supplemented group compared with the controls. We conclude that magnesium supplementation seems to exert a protective effect on muscle damage

Taxonomy of defects in auxiliary elements of facades and its relation with lawsuits filed by property owners

While at first it can be thought that the auxiliary elements of facades are merely ornamental with little practical function, this study shows that these components of the building envelope have a high impact on the envelope"s functioning and performance. This is carried out through the analysis of all relevant lawsuits filed in Spain over a 10 year period, a data set in which a surprisingly high number of 1033 cases of defects was found to affect external windowsills, exterior wainscots or cornices (the three auxiliary elements considered) was found. Considering the total number of lawsuits, this is an objectively unprecedented study. An analysis is carried out regarding the interrelations between elements, defects, causes, and types of buildings, with the aim of obtaining a sorted classification of the data. This constitutes a useful tool to prevent future problems arising from either the design, execution, or maintenance of facades. These include various issues resulting from humidities, one of the most frequent envelope defects, which are found to significantly affect the auxiliary elements of facades.Se trata de un estudio del número total de demandas de daños en fachadas durante 10 años, objetivamente sin precedentes. Se realiza un análisis de las interrelaciones entre elementos, defectos, causas y tipos de edificaciones, con el objetivo de obtener una clasificación ordenada de los datos. Esto constituye una herramienta útil para prevenir futuros problemas derivados del diseño, ejecución o mantenimiento de fachadas

Proposal for a Breakout EDU in Kinematics for High School Juniors

Artículo incluído en la sección: Innovación en educación científica[Resumen] “Tienes 45 min para escapar con vida de esta habitación. Buena suerte”. Hace unos años esta frase le habría puesto los pelos de punta a cualquiera, hoy día es sinónimo de juego y diversión. La sociedad actual ha cambiado y por ello resulta necesario emplear nuevas metodologías que permitan motivar al alumnado al mismo tiempo que adquiere conocimientos y desarrolla competencias. Un breakoutedu es un recurso empleado en gamificación, una metodología activa que fomenta el aprendizaje incorporando elementos del juego en el aula. En nuestro trabajo nos proponemos el diseño de un breakoutedu para mejorar los aprendizajes de cinemática en 1º de Bachillerato a través del planteamiento de tres retos sucesivos, indicando contenidos y competencias trabajadas y siguiendo una metodología colaborativa. Por otra parte, establecemos una guía para el profesorado de ciencias para el diseño de sus propios breakoutedu, con la intencionalidad, a través de estas propuestas, de utilizar la motivación del alumnado para favorecer la adquisición de aprendizajes duraderos.[Abstract] ‘You have 45 minutes to escape this room alive. Good luck.’ A few years ago, this sentence would have made a person’s hair stand on end. Today it has become synonymous with play and fun, especially among young people. Society has changed, as have students, which is why we need new methodologies to motivate young people while they acquire knowledge and develop skills. A Breakout EDU is a resource used in gamification, an active learning methodology that incorporates elements of play in the classroom. This article proposes a design for a Breakout EDU to improve kinematics learning among high school juniors. The design comprises three challenges and is based on a collaborative methodology with clearly defined contents and skills targets. The article also provides a guide for science teachers to design their own Breakout EDUs, with the intention of harnessing student motivation for the promotion of lasting learning

Effect of Iron Supplementation on the Modulation of Iron Metabolism, Muscle Damage Biomarkers and Cortisol in Professional Cyclists

Background: The intense efforts made during 3-week stage races may reduce iron metabolism and hematological parameters. These efforts may increase the levels of circulating muscle damage markers and some hormones. All of these physiological changes may have negative consequences not only for the performance of athletes but also for their health. The main aim of this study was to evaluate the effects of supplementation with 80 mg/day of iron on haematological parameters, serum cortisol and biochemical muscle indicators on elite male cyclists during the 3-week stage race the Vuelta a España. Our secondary aim was to examine whether the hematological profile is associated with muscular damage parameters and cortisol. Methods: Eighteen elite male cyclists from two teams were randomly assigned to one of two groups: (1) control group (CG, n = 9; age: 26.1 ± 4.6 years; maximum oxygen uptake per kg: 78.0 ± 5.4 mL/kg/min) or (2) group treated with 80 mg/day iron (800 mg of iron protein succinylate, ITG, n = 9; age: 25.7 ± 6.4 years; maximum oxygen uptake per kg: 77.6 ± 6.5 mL/kg/min). The cyclists were subjected to blood tests one week before the start of the race (T1) and after 4 weeks of treatment, coinciding with the end of the competition (T2). Iron metabolism parameters, muscle damage indicators and serum cortisol were assessed. Repeated-measures ANOVA with group as a factor (GC and ITG) were used to examine the differences between groups throughout the study (time × group) after iron supplementation treatment. Results: Significant differences were observed between groups throughout the study in the group-by-time interaction and changes in serum iron (GC: -8.93 ± 10.35% vs. ITG: 0.60 ± 8.64%; p = 0.018), ferritin (GC: -13.88 ± 23.53% vs. ITG: 91.08 ± 118.30%; p = 0.004), haemoglobin (GC: 10.00 ± 3.32% vs. ITG: 13.04 ± 5.64%; p < 0.001), haematocrit (GC: -1.17 ± 3.78% vs. ITG: 7.32 ± 3.92%; p < 0.001) and cortisol (GC: 24.74 ± 25.84% vs. ITG: ⁻13.54 ± 13.61%; p = 0.005). However, no significant group-by-time interaction was observed for the circulating muscle biomarkers. Additionally, significant negative correlations of serum iron, haemoglobin and haematocrit with muscle circulating biomarkers and cortisol (p < 0.05) were observed. Conclusions: Oral iron supplementation with 80 mg/day iron (800 mg of iron protein succinylate) effectively prevented a decline in haematological parameters (serum iron, ferritin, haemoglobin and haematocrit) and maintained optimal levels of recovery in elite cyclists during the Vuelta a España. Moreover, the hematological values were shown to have relationship with muscular recovery parameters

Biology teachers training proposals for the development of scientific competences in secondary education

The acquisition of scientific competences enables students to use knowledge to identify problems, acquire new knowledge, explain scientific phenomena, and draw evidence-based conclusions on science-related issues. Hence, the importance of its study, in the field of science education, for teacher training and that its exercise in the classroom facilitates it. In our work we review the current state of educational research on the acquisition of scientific competences in the field of biology and at secondary education levels. For this, we have carried out a systematized bibliographic search on the contributions collected in the Web of Science database. A total of 74 articles are found, among them 16 works has been selected according inclusion and exclusion criteria. These works address the need for training of secondary biology teachers in the teaching of scientific competences and provide different approaches to achieve this, based, among others, on the use in the classroom of the characteristics of the nature of science; the use of educational methodologies that promote a greater active participation of students through the approach of problematic situations, as well as that stimulate critical reasoning and argumentation; and the use of activities that raise social controversies with scientific links. Finally, we consider the need for biology teacher training in these aspects that highlight the importance of inquiry as a way of experiencing science in the classroom and developing scientific literacy.Departamento de Didáctica de las Ciencias Experimentales (Universidad de Murcia)Departamento de Didáctica de las Ciencias Experimentales (Universidad de Granada)Instituto Andaluz de Ciencias de la Tierra (CSIC-UGR)Grupo de Investigación HUM613 (Didáctica de las Ciencias Experimentales y de la Sostenibilidad)Instituto Interuniversitario Andaluz de Investigación Educativa (Universidad de Sevilla, Universidad de Granada

β-Alanine Supplementation in Combat Sports: Evaluation of Sports Performance, Perception, and Anthropometric Parameters and Biochemical Markers—A Systematic Review of Clinical Trials

[EN] β-alanine does not have an ergogenic effect by itself, but it does as a precursor for the synthesis of carnosine in human skeletal muscle. β-alanine and carnosine together help improve the muscles’ functionality, especially in high-intensity exercises such as combat sports. Therefore, β-alanine could be considered a nutritional ergogenic aid to improve sports performance in combat athletes. We aimed to critically review clinical trial evidence on the impact of β-alanine supplementation on sports performance, perception, and anthropometric parameters, as well as circulating biochemical markers in combat athletes. This systematic review was conducted following the specific methodological guidelines of the Preferred Report Items for Systematic Reviews and Meta-Analyses guidelines (PRISMA), the PICOS question model, the Critical Review Form of McMaster, and the PEDro scale. Furthermore, the Cochrane risk-of-bias assessment tool was used. The search was carried out in the SCOPUS, Web of Science (WOS), and Medline (PubMed) databases for studies published from the beginning of the database until July 31, 2023. Of the 41 registers identified, only 7 met the established criteria and were included in this systematic review. Overall, performance parameters related to strength, power, total exercise work capacity, and combat-specific parameters were significantly improved (p 0.05). Regarding biochemical parameters, carnosine increased significantly (p 0.05), and the results for blood bicarbonate and blood lactate were heterogeneous. Finally, there was a non-significant (p > 0.05) improvement in the anthropometric parameters of lean mass and fat mass. β-alanine supplementation appears to be safe and could be a suitable nutritional ergogenic aid for combat athletes.S

The interplay between functioning problems and symptoms in first episode of psychosis: an approach from network analysis

The relationship between psychotic symptoms and global measures of functioning has been widely studied. No previous study has assessed so far the interplay between specific clinical symptoms and particular areas of functioning in first-episode psychosis (FEP) using network analysis methods. A total of 191 patients with FEP (age 24.45 ± 6.28 years, 64.9% male) participating in an observational and longitudinal study (AGES-CM) comprised the study sample. Functioning problems were assessed with the WHO Disability Assessment Schedule (WHODAS), whereas the Positive and Negative Syndrome Scale (PANSS) was used to assess symptom severity. Network analysis were conducted with the aim of analysing the patterns of relationships between the different dimensions of functioning and PANSS symptoms and factors at baseline. According to our results, the most important nodes were “conceptual disorganization”, “emotional withdrawal”, “lack of spontaneity and flow of conversation”, “delusions”, “unusual thought content”, “dealing with strangers” and “poor rapport”. Our findings suggest that these symptoms and functioning dimensions should be prioritized in the clinical assessment and management of patients with FEP. These areas may also become targets of future early intervention strategies, so as to improve quality of life in this populationThis work was supported by the Madrid Regional Government (R&D activities in Biomedicine (grant number S2017/BMD-3740 - AGES-CM 2-CM)) and Structural Funds of the European Union. Ana Izquierdo’s work is supported by the PFIS predoctoral program (FI17/00138) from the Instituto de Salud Carlos III (Spain) and co-funded by the European Union (ERDF/ESF, "A way to make Europe”/ “Investing in your future”) and The Biomedical Research Foundation of La Princesa University Hospital. Angela Ib´a˜nez thanks the support of CIBERSAM and of the Spanish Ministry of Science, Innovation and Universities. Instituto de Salud Carlos III (PI16/00834 and PI19/01295) co-financed by ERDF Funds from the European Commission. Covadonga M. Díaz-Caneja holds a Juan Rod´es Grant from Instituto de Salud Carlos III (JR19/00024). Celso Arango was supported by the Spanish Ministry of Science and Innovation. Instituto de Salud Carlos III (SAM16PE07CP1, PI16/02012, PI19/ 024), co-financed by ERDF Funds from the European Commission, “A way of making Europe”, CIBERSAM. Madrid Regional Government (B2017/BMD-3740 AGES-CM-2), European Union Structural Funds. European Union Seventh Framework Program under grant agreements FP7-4-HEALTH-2009-2.2.1-2-241909 (Project EU-GEI), FP7- HEALTH- 2013-2.2.1-2-603196 (Project PSYSCAN) and FP7- HEALTH-2013- 2.2.1-2-602478 (Project METSY); and European Union H2020 Program under the Innovative Medicines Initiative 2 Joint Undertaking (grant agreement No 115916, Project PRISM, and grant agreement No 777394, Project AIMS-2-TRIALS), Fundaci´on Familia Alonso, Fundaci´on Alicia Koplowitz and Fundaci´on Mutua Madrile˜n