Implementación de una práctica eficaz para incentivar la creatividad y el espíritu innovador como herramientas para el aprendizaje en ciencias experimentales de lose estudiantes del Grado en maestro de Educación Primaria

Memoria ID-190. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2019-2020

Walking Science: en el camino contra el cambio climático y la pérdida de biodiversidad a través de la educación en ciencias

Memoria ID2022-186 Ayudas de la Universidad de Salamanca para la innovación docente, curso 2022-2023

Rhizobium laguerreae sp. nov. nodulates Vicia faba in several continents

Several fast-growing strains nodulating Vicia faba in Peru, Spain and Tunisia formed a cluster related to Rhizobium leguminosarum. The 16S rRNA gene sequences were identical to that of R. leguminosarum USDA 2370 T , whereas rpoB, recA and atpD gene sequences were phylogenetically distant, with sequence similarities of less than 96 %, 97 % and 94 %, respectively. DNA-DNA hybridization analysis showed a mean relatedness value of 43 % between strain FB206 T and R. leguminosarum USDA 2370 T . Phenotypic characteristics of the novel strains also differed from those of the closest related species of the genus Rhizobium. Therefore, based on genotypic and phenotypic data obtained in this study, we propose to classify this group of strains nodulating Vicia faba as a novel species of the genus Rhizobium named Rhizobium laguerreae sp. nov. The type strain is FB206 T (5LMG 27434 T 5CECT 8280 T )

Defining the Rhizobium leguminosarum Species Complex

Bacteria currently included in Rhizobium leguminosarum are too diverse to be considered a single species, so we can refer to this as a species complex (the Rlc). We have found 429 publicly available genome sequences that fall within the Rlc and these show that the Rlc is a distinct entity, well separated from other species in the genus. Its sister taxon is R. anhuiense. We constructed a phylogeny based on concatenated sequences of 120 universal (core) genes, and calculated pairwise average nucleotide identity (ANI) between all genomes. From these analyses, we concluded that the Rlc includes 18 distinct genospecies, plus 7 unique strains that are not placed in these genospecies. Each genospecies is separated by a distinct gap in ANI values, usually at approximately 96% ANI, implying that it is a ‘natural’ unit. Five of the genospecies include the type strains of named species: R. laguerreae, R. sophorae, R. ruizarguesonis, “R. indicum” and R. leguminosarum itself. The 16S ribosomal RNA sequence is remarkably diverse within the Rlc, but does not distinguish the genospecies. Partial sequences of housekeeping genes, which have frequently been used to characterize isolate collections, can mostly be assigned unambiguously to a genospecies, but alleles within a genospecies do not always form a clade, so single genes are not a reliable guide to the true phylogeny of the strains. We conclude that access to a large number of genome sequences is a powerful tool for characterizing the diversity of bacteria, and that taxonomic conclusions should be based on all available genome sequences, not just those of type strains

Defining the Rhizobium leguminosarum Species Complex

Bacteria currently included in Rhizobium leguminosarum are too diverse to be considered a single species, so we can refer to this as a species complex (the Rlc). We have found 429 publicly available genome sequences that fall within the Rlc and these show that the Rlc is a distinct entity, well separated from other species in the genus. Its sister taxon is R. anhuiense. We constructed a phylogeny based on concatenated sequences of 120 universal (core) genes, and calculated pairwise average nucleotide identity (ANI) between all genomes. From these analyses, we concluded that the Rlc includes 18 distinct genospecies, plus 7 unique strains that are not placed in these genospecies. Each genospecies is separated by a distinct gap in ANI values, usually at approximately 96% ANI, implying that it is a ‘natural’ unit. Five of the genospecies include the type strains of named species: R. laguerreae, R. sophorae, R. ruizarguesonis, “R. indicum” and R. leguminosarum itself. The 16S ribosomal RNA sequence is remarkably diverse within the Rlc, but does not distinguish the genospecies. Partial sequences of housekeeping genes, which have frequently been used to characterize isolate collections, can mostly be assigned unambiguously to a genospecies, but alleles within a genospecies do not always form a clade, so single genes are not a reliable guide to the true phylogeny of the strains. We conclude that access to a large number of genome sequences is a powerful tool for characterizing the diversity of bacteria, and that taxonomic conclusions should be based on all available genome sequences, not just those of type strains

Rhizobium Promotes Non-Legumes Growth and Quality in Several Production Steps: Towards a Biofertilization of Edible Raw Vegetables Healthy for Humans

The biofertilization of crops with plant-growth-promoting microorganisms is currently considered as a healthy alternative to chemical fertilization. However, only microorganisms safe for humans can be used as biofertilizers, particularly in vegetables that are raw consumed, in order to avoid sanitary problems derived from the presence of pathogenic bacteria in the final products. In the present work we showed that Rhizobium strains colonize the roots of tomato and pepper plants promoting their growth in different production stages increasing yield and quality of seedlings and fruits. Our results confirmed those obtained in cereals and alimentary oil producing plants extending the number of non-legumes susceptible to be biofertilized with rhizobia to those whose fruits are raw consumed. This is a relevant conclusion since safety of rhizobia for human health has been demonstrated after several decades of legume inoculation ensuring that they are optimal bacteria for biofertilization

El reto de la inclusión de los Objetivos de Desarrollo Sostenible en la formación inicial de profesores de secundaria: creación del MOOC curso cero sobre educación y ODS, inclusión en asignaturas y en trabajos fin de máster

Memoria ID-041. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2021-2022

¿Por qué la emoción antecede la cognición? Las emociones como sustrato esencial para la consolidación de aprendizajes: perspectiva desde la evolución filogenética cerebral

La neuroeducació comparteix la importància i la necessitat de vincular el coneixement neurocientífic per a l'enriquiment de l'epistemologia i la pràctica docent; diverses experiències educatives han acceptat el valor transcendental de les emocions per a l'assoliment d'aprenentatges significatius i emocionals. Per tal d'aconseguir en la comunitat docent una alfabetització conceptual neurocientífica per entendre a partir del coneixement neurocientífic diferents resultats positius de les experiències educatives integrades al factor socioemocional, es presenta una revisió bibliogràfica sobre el coneixement neurofisiològic que permet entendre com aprèn el cervell juntament amb la relació unidireccional de el suprasistema emocional-cognitiu. Així mateix, la plasticitat cerebral i les neurones mirall són determinants per a l'aprenentatge d'habilitats socioafectives que permeten el desenvolupament de persones sanes i implicades en la millora de la societat. Actualment, cal entendre l'educació com un entorn de desenvolupament social amb un enfocament emocional, a través de pràctiques educatives coherents amb la naturalesa social del cervell, que ha presentat una evolució biològica lenta i desfasada per a l'actual realitat social vertiginosa, afrontada amb dificultats. situacions socials com la violència, l'estrès i la depressió. Es conclou, gràcies a la correspondència dels avenços teòrics de les neurociències amb l'educació de la formació educativa adaptada a la neurofisiologia cerebral.La neuroeducación comparte la importancia y necesidad de la vinculación de saberes neurocientíficos para el enriquecimiento de la epistemología y práctica docente; diversas experiencias educativas han aceptado el valor transcendental de las emociones para el logro de un aprendizaje significativo y emocional. Con los objetivos de lograr en la comunidad docente una alfabetización conceptual neurocientífica para comprender desde saberes de la neurociencia diferentes resultados positivos de experiencias educativas integradas al factor socioemocional, se presenta una revisión bibliográfica sobre conocimiento neurofisiológico que permite entender cómo aprende el cerebro junto a la relación unidireccional del suprasistema emocional-cognitivo. Así mismo, la plasticidad cerebral y las neuronas espejo son decisivas para el aprendizaje de habilidades socio-afectivas que permitan el desarrollo de personas sanas que se impliquen en la mejora de la sociedad.  Actualmente se presenta la necesidad de entenderse la educación como un entorno de desarrollo social con enfoque emocional, mediante prácticas educativas coherentes a la naturaleza social del cerebro quien ha presentado una evolución biológica lenta y anticuada para la actual realidad social vertiginosa, que enfrenta situaciones sociales difíciles como lo son la violencia, estrés y depresión. Se concluye, gracias a la correspondencia de los avances teóricos de las neurociencias y la educación el deber ser la formación educativa adaptada la neurofisiología cerebral.Neuroeducation shares the importance and necessity of linking neuroscientific knowledge for the enrichment of epistemology and teaching practice; several educational experiences have accepted the transcendental value of emotions for the achievement of meaningful and emotional learning. In order to achieve in the teaching community a neuroscientific conceptual literacy to understand from neuroscientific knowledge different positive results of educational experiences integrated to the socioemotional factor, a bibliographic review on neurophysiological knowledge is presented that allows understanding how the brain learns together with the unidirectional relationship of the emotional-cognitive suprasystem. Likewise, brain plasticity and mirror neurons are decisive for the learning of socio-affective skills that allow the development of healthy people who are involved in the improvement of society.  Currently, there is a need to understand education as an environment of social development with an emotional approach, through educational practices coherent to the social nature of the brain, which has presented a slow and outdated biological evolution for the current vertiginous social reality, facing difficult social situations such as violence, stress and depression. It is concluded, thanks to the correspondence of the theoretical advances of neurosciences and education, that educational training should be adapted to the brain neurophysiology

Rapid and simultaneous detection of linear chromosome and large plasmids in Proteobacteria

International audienceBacterial genomic architectures are complex and play important roles in genome evolution. While most bacterial lineage genomes contain a single chromosome often accompanied by plasmids, more and more genomes are described as harboring a linear or a second chromosome. Thus, the development of bacterial genomics leads to the study of bacterial genome architectures. In order to avoid laborious techniques combining several methods, we developed an original plug-free pulsed field gel electrophoresis procedure, that enabled us to co-characterize reproducibly the presence of linear chromosomes and plasmids ranging between 30 kb and 2000 kb in various proteobacterial lineage

¿Por qué la emoción antecede la cognición?

La neuroeducación comparte la importancia y necesidad de la vinculación de saberes neurocientíficos para el enriquecimiento de la epistemología y práctica docente; diversas experiencias educativas han aceptado el valor transcendental de las emociones para el logro de un aprendizaje significativo y emocional. Con los objetivos de lograr en la comunidad docente una alfabetización conceptual neurocientífica para comprender desde saberes de la neurociencia diferentes resultados positivos de experiencias educativas integradas al factor socioemocional, se presenta una revisión bibliográfica sobre conocimiento neurofisiológico que permite entender cómo aprende el cerebro junto a la relación unidireccional del suprasistema emocional-cognitivo. Así mismo, la plasticidad cerebral y las neuronas espejo son decisivas para el aprendizaje de habilidades socio-afectivas que permitan el desarrollo de personas sanas que se impliquen en la mejora de la sociedad.  Actualmente se presenta la necesidad de entenderse la educación como un entorno de desarrollo social con enfoque emocional, mediante prácticas educativas coherentes a la naturaleza social del cerebro quien ha presentado una evolución biológica lenta y anticuada para la actual realidad social vertiginosa, que enfrenta situaciones sociales difíciles como lo son la violencia, estrés y depresión. Se concluye, gracias a la correspondencia de los avances teóricos de las neurociencias y la educación el deber ser la formación educativa adaptada la neurofisiología cerebral