Validación de una encuesta sobre la actividad docente en educación superior

Las instituciones implicadas en la Educación Superior precisan conocer la percepción del alumnado sobre el proceso de enseñanza-aprendizaje. Si bien los instrumentos empleados para su medición tienen que ser válidos y fiables. Se presenta un trabajo en el que se ha manejado una muestra de cinco mil quinientos cincuenta y un estudiantes adscritos a cinco centros de la Universidad de Burgos. Los objetivos fueron estudiar la fiabilidad de la encuesta de opinión de los estudiantes -adaptación del Student Evaluation of Educational Quality (SEEQ)- Short version- y analizar si existían diferencias significativas atendiendo a la variable tipo de centro. La fiabilidad de la encuesta fue de.92. Asimismo se encontraron diferencias significativas atendiendo a la variable independiente asignada tipo de centro en todos los ítems, salvo en el referido a la carga de trabajo de las asignaturas, y en el total de la escala. La actividad docente mejor valorada fue la disponibilidad del profesorado a atender al alumnado fuera del aula y las actividades menos valoradas han sido el ajuste de los procedimientos de evaluación y la utilidad de los materiales docentes empleados

Graphene Formation through Spontaneous Exfoliation of Graphite by Chlorosulfonic Acid: A DFT Study

Using exfoliating agents is one of the most promising ways for large-scale production of liquid dispersed graphenic materials from graphite. Therefore, it is crucial to know the reason why some molecules have a larger exfoliating power than others. The highest reported experimental yield for the liquid phase single-surfactant spontaneous exfoliation of graphite, i.e., without sonication, has been obtained using chlorosulfonic acid. The ability of this acid to disperse graphite is studied within the framework of Density Functional Theory (DFT). Equilibrium configurations, electron transfers, binding energies, and densities of states are presented for two acid concentrations and for two situations: adsorption (on monolayer and bilayer graphene) and intercalation (in between simple hexagonal and Bernal-stacked bilayer graphene). Experimental exfoliation power and dispersion stability are explained in terms of charge transfer—the largest found among several studied exfoliating and surfactant agents—facilitated by the good geometrical matching of chlorosulfonic acid molecules to constituent carbon rings of graphene. This matching is in the origin of the tendency toward adsorption of chlorosulfonic acid molecules on graphene monolayers when they separate, originating the charging of the monolayers that precludes their reaggregation.This work was supported by the Spanish MICINN and the European Regional Development Fund (grant MAT2014-54378-R) as well as Junta de Castilla y León (grant VA050U14)

Carbon nanomaterials with Thymol + Menthol Type V natural deep eutectic solvent: From surface properties to nano-Venturi effect through nanopores

A theoretical study using Density Functional Theory and classical Molecular Dynamics simulations for the study of carbon nanomaterials in archetypical Menthol + Thymol Type V Natural Deep Eutectic Solvent is reported. The nanoscopic structure of the representative nanofluid is analyzed considering confinement, adsorption and solvation effects, as well as consequences on diffusion properties through nano pores. Different types of nanomaterials were considered such as fullerenes, nanotubes, graphene and nanopores. The study of nanoscopic properties allowed to analyze the response of the solvent to the presence of the nanomaterials, taking into account solvent rearrangement and confinement in nanocavities and surfaces. This response shows liquid structure and mobility consequences, with a sort of nano-Venturi effect among them. The reported results provide for the first time a characterization of this type of natural solvents as a sustainable platform for the development of carbon – nanomaterials-based technologies.This work was funded by Junta de Castilla y León (Spain, project NANOCOMP - BU058P20), European Union H2020 Program (H2020-NMBP-TO-IND-2020-twostage-DIAGONAL-GA- 953152) and Ministerio de Ciencia, Innovación y Universidades (Spain, project RTI2018-101987-B-I00). We also acknowledge SCAYLE (Supercomputación Castilla y León, Spain) for providing supercomputing facilities. The statements made herein are solely the responsibility of the authors

A paradigm for natural eutectic solvents based on fatty acids: Molecular interactions and toxicological considerations

In this work, we present experimental and molecular modeling results on archetypal hydrophobic natural deep eutectic solvents (NADES) based on fatty acids (octanoic and dodecanoic acid) and menthol, a representative monoterpenoid. Our goal is to provide a multiscale characterization to enhance the understanding of this field by studying these selected archetypical mixtures. We examine their liquid state properties, intermolecular forces, nanoscopic arrangements, toxicity, and environmental impact. The computational study integrates quantum chemistry, molecular dynamics (both all-atom and coarsegrained approaches), and thermodynamic modeling (COSMO-RS approach) to analyze the fluids and their interactions with biological entities, such as proteins and plasma membranes. The experimental characterization focuses on elucidating intermolecular interactions and liquid phase dynamics using NMR spectroscopy, visible and UV Resonance Raman spectroscopy (UVRR). Notably, this is the first report of UVRR data on NADES. Additionally, we simulate the effect of the molecular moieties forming the solvents on biological targets—specifically, protein and cell membrane models –. This in silico analysis aims to rationalize and predict their potential toxicity. Overall, our experimental findings and in silico simulations contribute to a deeper understanding of these novel solvents in terms of their network of interactions. Additionally, they highlight the potential impact on biological targets, providing new data to accurately define the eco-friendliness of type V DES and their suitability as sustainable alternatives to traditional molecular solvents

Motivação docente: estudo bibliométrico da relação com variáveis individuais, organizacionais e atitudes laborais

Teachers' motivation is essential to the success of educational policies. When studying this concept, it is necessary to examine school and teacher characteristics. Due to the relevance of this theme, it becomes crucial to analyze the body of research conducted about it, taking into account organizational variables -as schools are organizations-but also psychological capital and work satisfaction. Therefore, a bibliometric study was conducted using Web of Science (WoS) database, having defined the search period for the years 2000-2013 and only considering works that belong to the psychology field. 33 documents in total fulfilled the inclusion criteria, where it was verified that: (a) 2012 was the year with most publications; (b) work satisfaction was the concept which was most frequently studied, along with teacher motivation; (c) the educational psychology category had the most documents; and (d) English was the dominant language in these works. The United States of America and Canada obtained the highest values in the following bibliometric indicators: number of documents (Ndoc) and number of researchers (Nres), and Israel had a higher level of productivity (Prod) than the other countries. The results and their implications are discussed. Copyright (C) 2014, Konrad Lorenz University Foundation. Published by Elsevier Espana, S.L.U. This is an open-access article distributed under the terms of the Creative Commons CC BY-NC ND Licence (http://creativecommons.org/licenses/by-nc-nd/3.0/).A motivação dos professores é essencial para o sucesso das políticas educativas. Ao estudar-se a motivação docente é necessário examinar características da escola e do professor. Devido à importância deste tema, torna-se fulcral analisar as investigações efetuadas sobre o mesmo, levando em conta variáveis organizacionais, dado que a escola é uma organização, mas também o capital psicológico positivo e a satisfação no trabalho. Assim, recorreu-se a um estudo bibliométrico utilizando-se a base de dados Web of Science (WoS), onde se definiu o período de pesquisa para os anos 2000-2013 e se consideraram unicamente os trabalhos pertencentes à área da psicologia. No total, 33 documentos cumpriram os critérios de inclusão, verificando-se que: (a) 2012 foi o ano com mais publicações; (b) a satisfação no trabalho foi o construto mais estudado com a motivação docente; (c) a categoria psicologia educacional registou mais documentos; e (d) o inglês foi a língua dominante nestes trabalhos. Os Estados Unidos da América e o Canadá obtiveram os valores mais elevados nos indicadores bibliométricos número de documentos (Ndoc) e número de investigadores (Nres), apresentando Israel uma produtividade (Prod) superior à dos restantes países. Estes resultados são discutidos, bem como as principais implicações dos mesmos

Coordinación de los contenidos de Física en el primer curso de Ingeniería Técnica de Obras Públicas en cuatro universidades y elaboración de materiales adaptados al trabajo autónomo de los alumnos

Se realiza una coordinación de los estudios de Física de la Ingeniería Técnica de Obras Públicas en cuatro universidades. Constituye una contribución a la implantación del Espacio Europeo de Educación Superior, uno de cuyos propósitos es el de facilitar la movilidad de los estudiantes entre las universidades europeas. Esto se pretende conseguir mediante la implantación del sistema de créditos ECTS. La idea central es cubrir la necesidad de definir en un plano operativo el sistema ECTS en el ámbito de la enseñanza de la física en ingeniería y singularmente en la civil. Principales objetivos perseguidos: coordinación de objetivos formativos en cuanto a las destrezas, habilidades y competencias esperados tras haber cursado las materias relacionadas con la física en el primer curso de Ingenierías Técnicas de Obras Públicas. Extensión del mismo a Arquitectura Técnica y a otras ingenierías tanto de un sólo ciclo como de dos ciclos, establecimiento de las condiciones iniciales para la elaboración de materiales didácticos para el trabajo autónomo del alumnos y establecer las condiciones iniciales para adaptar los materiales ya existentes a la estructura de los ECTS en cada una de las universidades individualmente y elaboración de materiales didácticos o adaptar material existente para el trabajo autónomo del alumnos en contenidos acotados de las asignaturas, con control del tiempo empleado por un alumno medio, en la Universidad de Burgos.Castilla y LeónConsejería de Educación. Dirección General de Universidades e Investigación; Monasterio de Nuestra Señora de Prado, Autovía Puente Colgante s. n.; 47071 Valladolid; +34983411881; +34983411939;ES

Aprendizaje basado en la evaluación mediante rúbricas en educación superior

This study analyzed the relationship between self-regulated learning and the use of rubrics. Two studies are presented: the first compared the effects of two different levels of feedback (1 and 3) on self-regulation of learning in university students. Level 1 gave information to students on whether or not their learning was correct or incorrect, whereas level 3 used the rubrics approach to shed light on the level of self-regulation. The sample consisted of 72 civil engineering students studying a course on physics applied to materials. The results indicate that there were no significant differences between the two types of feedback, although a tendency toward a difference in averages and less scattering were observed in the experimental group. The second study analyzed differences between the two types of assessment (formative and summative) used in a course on physics applied to materials. The results showed significant differences between all types of assessment, except between formative assessment in theory and problems and summative assessment in problems, both in the experimental and the control group.En este trabajo se analiza la relación entre el aprendizaje autorregulado y la utilización de rúbricas. Se presentan dos estudios: en el primero se comparan los efectos de dos niveles de feedback (1 y 3) sobre la autorregulación del aprendizaje en estudiantes universitarios; el nivel 1 daba a los alumnos información sobre si el resultado del aprendizaje era correcto o incorrecto y el nivel 3 utilizaba la metodología de rúbricas dando indicación acerca del nivel de autorregulación. Se trabajó con una muestra de 72 estudiantes del Grado de Ingeniería Civil en la asignatura de Física Aplicada a los Materiales. Los resultados indican que no existen diferencias significativas entre ambos tipos de feedback, aunque sí se aprecia una tendencia a la diferencia en las medias y menor dispersión en el grupo experimental. En el segundo estudio se analizan las diferencias entre las dos formas de evaluación (formativa y sumativa) utilizadas en la asignatura de Física Aplicada a los Materiales. Los resultados señalan diferencias significativas entre todas las formas de evaluación, excepto entre la evaluación formativa en teoría y problemas y la evaluación sumativa en problemas tanto en el grupo experimental como en el grupo control