El profesorado tiene que innovar en sus aulas. ¿Lo considera importante en su formación? Experiencia de dramatización

Llevar a cabo una actividad teatral con futuros maestros sobre temas del currículo de la asignatura conocimiento del medio natural, social y cultural de primaria permite que vean la ciencia como una actividad humana y adquieran destrezas docentes. En este artículo se muestra, con una experiencia de dramatización en la asignatura de didáctica de las ciencias experimentales con alumnos del grado de Magisterio en Educación Primaria, cómo los futuros maestros necesitan experimentar durante su formación las propuestas innovadoras para considerarlas importantes en su práctica docente.“Teachers should innovate in class” Do they see this as important in their training? A drama activity Carrying out a drama activity with trainee teachers on items from the syllabus for the area of Knowledge of the natural, social and cultural environment at primary level helps show science as a human activity and hones trainee teachers’ teaching skills. This paper describes a drama activity carried out on items from the subject of Experimental Science Teaching with trainee primary teachers and explores how trainee teachers need to experiment with innovative ideas during their training if they are to see them as important in their work as teachers

The Role of S. cerevisiae Sub1/PC4 in Transcription Elongation Depends on the C-Terminal Region and Is Independent of the ssDNA Binding Domain

Saccharomyces cerevisiae Sub1 (ScSub1) has been defined as a transcriptional stimulatory protein due to its homology to the ssDNA binding domain (ssDBD) of human PC4 (hPC4). Recently, PC4/Sub1 orthologues have been elucidated in eukaryotes, prokaryotes, and bacteriophages with functions related to DNA metabolism. Additionally, ScSub1 contains a unique carboxyl–terminal region (CT) of unknown function up to date. Specifically, it has been shown that Sub1 is required for transcription activation, as well as other processes, throughout the transcription cycle. Despite the progress that has been made in understanding the mechanism underlying Sub1′s functions, some questions remain unanswered. As a case in point: whether Sub1’s roles in initiation and elongation are differentially predicated on distinct regions of the protein or how Sub1′s functions are regulated. Here, we uncover some residues that are key for DNA–ScSub1 interaction in vivo, localized in the ssDBD, and required for Sub1 recruitment to promoters. Furthermore, using an array of genetic and molecular techniques, we demonstrate that the CT region is required for transcription elongation by RNA polymerase II (RNAPII). Altogether, our data indicate that Sub1 plays a dual role during transcription—in initiation through the ssDBD and in elongation through the CT region.Fil: Collin, Alejandro Alberto. Universidad Nacional de Córdoba. Facultad de Medicina. Cátedra de Bioquímica y Biología Molecular; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones en Ciencias de la Salud. Universidad Nacional de Córdoba. Instituto de Investigaciones en Ciencias de la Salud; ArgentinaFil: González Jiménez, Araceli. Universidad de Salamanca; EspañaFil: González Jiménez, María Del Carmen. Universidad de Salamanca; EspañaFil: Alfonso, Manuel J. Universidad de Salamanca; EspañaFil: Calvo, Olga. Universidad de Salamanca; Españ

El currículum y la enseñanza, ¿qué se enseña y cómo al alumnado en situación de riesgo de exclusión?

En el presente artículo se analiza el currículo y la enseñanza de dos programas o medidas que se desarrollan en la Región de Murcia y en la Comunidad de Andalucía –Programa de Diversificación Curricular y Programa de Iniciación Profesional y/o Programa de Garantía Social- ambos destinados al alumnado con serias dificultades para continuar la enseñanza en las aulas regulares. Tras presentar diversos datos recogidos a través de cuestionarios y entrevistas con diferentes sujetos implicados, se analizan y valoran los resultados de la investigación realizada, procurando responder a la cuestión de en que grado el currículo diseñado en tales programas y la formación y aprendizajes logrados han contribuido a responder a las necesidades de este alumnado

Curriculum and teaching: what and how student at risk are thought?

En el presente artículo se analiza el currículo y la enseñanza de dos programas o medidas que se desarrollan en la Región de Murcia y en la Comunidad de Andalucía –Programa de Diversificación Curricular y Programa de Iniciación Profesional y/o Programa de Garantía Social- ambos destinados al alumnado con serias dificultades para continuar la enseñanza en las aulas regulares. Tras presentar diversos datos recogidos a través de cuestionarios y entrevistas con diferentes sujetos implicados, se analizan y valoran los resultados de la investigación realizada, procurando responder a la cuestión de en que grado el currículo diseñado en tales programas y la formación y aprendizajes logrados han contribuido a responder a las necesidades de este alumnado.The article analyses curriculum and teaching of two programs in the Region of Murcia and in the Community of Andalusia - Program of Diversification Curricular and Program of Professional Initiation and / or Program of Social Guarantee – designed and implemented with students at risks, in serious difficulties to progress their learning in regular classrooms and teaching. After presenting different data gathered throw questionnaires and interviews carried out with different teachers, the outcomes are analyzed and valued in order to answer the question related to the degree in which de curriculum designed and its implementation in such programs respond properly to students needs and contributed to theirs expected learning.Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granad

Graphic Engineering in the Sustainable Preservation of the Municipal Heritage of Montilla (Cordoba, Spain) from the 18th Century: Master Builder Vicente López Cardera in Montilla

The change of territorial organisation in the 18th century in Spain was strongly related to the preservation of the local heritage. Academic architects, military engineers, and master builders coexisted to carry out the design and management of municipal construction works. The evolution of the figure of the master builder and the confrontation with architects and the guilds since the creation of the Royal Academy of Fine Arts of San Fernando posed an inflection point in this aspect. The first aim of the present study was to highlight the figure of Vicente López Cardera, master builder in the Council and Diocese of Córdoba between the late 18th century and the early 19th century, through his work on the municipal interventions in the maintenance of the construction works and infrastructures in Montilla (Córdoba, Spain) around the year 1794. The second aim of the study was to emphasise the role of graphic engineering in the conservation of municipal heritage in the Modern Age through the study of drawings and plans provided by him in the analysed documentation. His thinking in the approach to these works fits with the ideas of social hygienic improvements that began with the Enlightenment as well as with the concept of sustainable development in culture; hence, his work is relevant in the sustainable development planning of cities in the present. With this study, missing heritage elements are also revealed, opening future lines of research that lead to their virtual reconstruction and the promotion of tourism in rural areas

Experiencias de ciencia para acompañar pacientes oncohematológicos en el hospital: Aprendizaje y Servicio.

Memoria ID-166. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2019-2020

Dispositivos móviles como instrumentos para la adquisición de competencias en materias de ciencias

Memoria ID-0248. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2015-2016