Museo de Ciencias Naturales: Universidad de Navarra

Guía educactiva, tercer ciclo de primari

Can art museums help environmental education? An interdisciplinary vision to promote meaningful learning

Environmental education is a discipline that tries to find new methodologies and tools to advance in the achievement of its goals. The museum education proposed by art museums, because of its specific methods and power of significance, can be a way forward for environmental education that is worth exploring. The theory of meaningful learning can be used by both disciplines to support and achieve more meaningful, and therefore lasting, learning among people. The complementarity and synergy between these disciplines can be established from their points of conceptual coincidence. The main research goals of this article have been two: to study and show the intrinsic complementarity of these disciplines from a conceptual viewpoint, and to show how their combined strength and complementarity can inspire specific educational proposals for the challenges of education in the twenty-first century. For example, those that focus on educating on the complexity of the world. The presentation and discussion of this conceptual framework may suggest educational instructions that move towards the interdisciplinary nature of environmental education, using as an educational resource that which is housed in art museums.La educación ambiental es una disciplina que busca encontrar nuevas metodologías y herramientas para avanzar en el logro de sus metas. La educación museística propuesta por los museos de arte, debido a sus métodos específicos y su poder de importancia, puede ser un camino a seguir para la educación ambiental que vale la pena explorar. La teoría del aprendizaje significativo puede ser utilizada por ambas disciplinas para apoyar y lograr un aprendizaje más significativo y, por lo tanto, duradero entre las personas. La complementariedad y sinergia entre estas disciplinas se puede establecer a partir de sus puntos de coincidencia conceptual. Los principales objetivos de investigación de este artículo han sido dos: estudiar y mostrar la complementariedad intrínseca de estas disciplinas desde un punto de vista conceptual, y mostrar cómo su fuerza y complementariedad combinadas pueden inspirar propuestas educativas específicas para los desafíos de la educación en el siglo XXI. siglo. Por ejemplo, aquellos que se enfocan en educar sobre la complejidad del mundo. La presentación y discusión de este marco conceptual puede sugerir instrucciones educativas que avancen hacia la interdisciplinariedad de la educación ambiental, utilizando como recurso educativo lo que se alberga en los museos de arte

El viaje de Winkle. Educación de la complejidad de medio ambiente para jóvenes de 12-13 años

Se explica la complejidad para alumnado de 12-13 año

mHealth intervention development to support patients with active tuberculosis

Background: Mobile Health (mHealth) based interventions have been increasingly used to improve a broad range of health outcomes. However, few researchers have reported on the process or the application of theory to guide the development of mHealth based interventions, or specifically for tuberculosis (TB) treatment management. Aims: To describe the steps, process, and considerations in developing a text messaging-based intervention to promote treatment adherence and provide support to patients with active TB. Methods: Traditional qualitative techniques, including semi-structured interviews, field notes, content analysis, iterative coding, and thematic analysis, were used to design and document the intervention development with a multidisciplinary team of researchers, clinicians, administrators, and patients who were in active TB treatment. The Information-Motivation-Behavioral Skills (IMB) model was used to guide the coding scheme for content analysis of patient-directed TB educational material and intervention development. Results: The development steps included: a) establishing intervention components, including justifications, considerations, timing and frequency of components; b) developing educational messages, including cultural adaption, text or short message service (SMS) formatting, and prioritizing message delivery order; and c) determining implementation protocol. A set of 16 IMB-based messages were developed for the educational component. Final intervention development was achieved in 3 months. Conclusion: A collaborative approach and application of a theory to guide the intervention design and development is supported. Although a collaborative approach was more time consuming, it resulted in a more responsive, culturally appropriate, and comprehensive intervention. Considerations for developing a text messaging based intervention are provided and may serve as a guide for similar interventions. Further empirical evidence is needed for applying the IMB model for adherence-promotion in TB efforts

Tribute to Bach (1956): approximation to the Oteizian mural emptiness as a silent music score

The artist Jorge Oteiza (Orio, Spain, 1908-2003) is considered one of the main sculptors of the 20th century. Jorge Oteiza won the International Sculpture Prize at the IV São Paulo Biennial, held in 1957, which elevated him internationally. Oteiza's conceptual evolution as a sculptor moves him towards a special relationship with the unoccupied space, the void, seeking a metaphysics of space through absence or negativity, where light also plays a prominent role, being incorporated into the sculptural process. These ideas are concretized in the negative relief mural that he calls Direct Relief / Homage to Bach (1956). This exceptional work from the limited production of his mural works provides an interesting field of study that helps complete the understanding of his thinking and the keys to his aesthetics. Nevertheless, this work is not only close to a plastic-spatial dimension. The work also conveys the special relationship of the Oriotarra sculptor with music in general and Baroque in particular and his concern for serialist avant-garde music and its possibility of plastic representation. The present article tries to make an approach to the interpretation of this work, studying in an analytical and synthetic way the artistic, musical and plastic thought of the artist

Electronic structure of crystalline binary and ternary Cd-Te-O compounds

The electronic structure of crystalline CdTe, CdO, $\alpha$-TeO$_2$, CdTeO$_3$ and Cd$_3$TeO$_6$ is studied by means of first principles calculations. The band structure, total and partial density of states, and charge densities are presented. For $\alpha$-TeO$_2$ and CdTeO$_3$, Density Functional Theory within the Local Density Approximation (LDA) correctly describes the insulating character of these compounds. In the first four compounds, LDA underestimates the optical bandgap by roughly 1 eV. Based on this trend, we predict an optical bandgap of 1.7 eV for Cd$_3$TeO$_6$. This material shows an isolated conduction band with a low effective mass, thus explaining its semiconducting character observed recently. In all these oxides, the top valence bands are formed mainly from the O 2p electrons. On the other hand, the binding energy of the Cd 4d band, relative to the valence band maximum, in the ternary compounds is smaller than in CdTe and CdO.Comment: 13 pages, 15 figures, 2 tables. Accepted in Phys Rev

Unidad didáctica “Cambio climático y producción de energía” para la asignatura de Sistemas Ambientales y Sociedades del Programa del Diploma del Bachillerato Internacional

En el contexto del actual mundo globalizado, el cambio climático es entendido como un gran problema, en cuanto a magnitud y causas que lo generan, que abarcan lo personal, lo social y lo ambiental. Al ser un problema multifactorial, la lucha contra el cambio climático requiere de medidas globales que afecten a niveles políticos, estructurales, económicos y educativos, entre otros. En este trabajo el cambio climático se ha abordado desde las posibilidades que la educación puede proporcionar para ayudar a reducir las consecuencias derivadas de dicho fenómeno. Concretamente, se ha desarrollado una unidad didáctica que recoge tantos los valores que proporciona la Educación Ambiental (EA) como el perfil de la comunidad del Bachillerato Internacional (IB). Esta instrucción se ha enmarcada dentro de la asignatura de Sistemas Ambientales y Sociedades (SAS) del Programa del Diploma (PD). Esta unidad didáctica pretende ofrecer una educación individualizada y centrada en el alumno, para facilitar la máxima eficiencia posible en los aprendizajes del alumnado.In the context of today´s globalized world, climate change is understood as a big problem, in terms of magnitude and causes that generate it, covering the personal, the social and the environmental. Being a multifactorial problem, the fight against climate change requires global measures that affect political, structural economic and educational levels, among others. In this work climate change has been addressed from the possibilities that education can provide to reduce the consequences derived from said phenomenon. Specifically, a didactic unit has been developed that collects both the values provided by Environmental Education (EE) and the profile of the International Baccalaureate (IB) community. This instruction has been framed within the subject of Environmental Systems and Societies (ESS) of the Diploma Program (DP). This didactic unit aims to offer an individualized and student-centered education, to facilitate maximum possible efficiency in student learning

Investigating SSH Research and Publication Practices in Disciplinary and Institutional Contexts. A Survey-Based Comparative Approach in Two Universities

In this paper, we comparatively analyze, present and discuss the results from a survey on increasing the visibility of research achievements in the social sciences and humanities (SSH) that was carried out at the University of Vienna (Austria) and the University of Navarra (Spain) in 2016 and 2017. Covering four major topics—searching and finding literature, publishing, the visibility of research, and the assessment of research outputs—we ask the following questions: are there disciplinary differences to be identified, and how do they present themselves in the two institutional contexts? Discussing the results, we showcase how disciplinary and institutional traditions and contexts are important factors that influence research and publication practices in the SSH. Our results indicate that the practices of searching and finding literature as well as publication practices and behavior are shaped by disciplinary traditions and epistemic cultures. On the contrary, assessment and valuation of research outputs are influenced by institutional and national contexts in which SSH research is organized and carried out