DISEÑO DE VISITAS GUIADAS PARA MANIPULAR Y PENSAR SOBRE LA CIENCIA DEL MUNDO CLÁSICO GRECOLATINO. EL TALLER “LOGOS ET PHYSIS” DE SAGUNTO

Diferentes investigaciones científicas han puesto de manifiesto que, el aprendizaje que tiene lugar en las visitas a centros de ciencia mejora cuando éstas se han preparado con antelación y sus contenidos se encuentran conectados con el currículo del aula. En este trabajo presentamos el Taller Logos et Physis, uno de los que conforman laexperiencia didáctica de los “Talleres de Cultura Clásica” de Sagunto, que pretenden acercar el mundo clásico al alumnado de forma educativa a la par que lúdica. Se desarrollan aquí los objetivos del Taller, referentes a la tutorización de un grupo de estudiantes durante el curso, el desarrollo de experiencias de los alumnos visitantes y, por último, la elaboración de una guía de visita que permita al profesorado que va a llevar a sus alumnos, preparar la visita con antelación y relacionarla con el currículo.En la segunda parte del trabajo se describe la visita de un grupo de estudiantes al Taller Logos et Physis, así como los comentarios de los mismos respecto a dos de los módulos del Taller, que muestran cómo la preparación de la visita y el uso de las guías han favorecido un mayor aprovechamiento de la mism

University students' ideas on the relations between work and energy in Mechanics in introductory Physics courses

Indexación: Scopus; Scielo.Las relaciones entre trabajo y energía continúan siendo fuentes de problemas de enseñanza/aprendizaje en los cursos introductorios de física a nivel universitario, ya que implican conceptos abstractos y habilidades de metodología científica. Teniendo en cuenta los estudios anteriores en la literatura, el objetivo principal de esta contribución es identificar y documentar las dificultades específicas que los estudiantes muestran al pensar y razonar sobre la aplicación del concepto de trabajo, y la relación entre trabajo y energía en sistemas aislados. Esta investigación consiste en el análisis de respuestas a un cuestionario trabajo-energía administrado a estudiantes de los cursos introductorios de física de la Universidad del País Vasco. Se presentan los resultados de cuatro preguntas planteadas a los alumnos donde se demuestra que, después de la instrucción, los estudiantes siguen teniendo problemas en calcular el producto escalar en la definición de trabajo y que una buena parte de estudiantes tiene dificultades en establecer relaciones correctas entre el trabajo realizado por una fuerza externa al sistema y la variación de energía del sistema. Al final se establecen las conclusiones generales del trabajo donde se hacen recomendaciones al instructor e investigador.Relations between work and energy are still a source of teaching-learning problems in the first years of university introductory physics courses since they involve abstract concepts and skills of scientific methodology. Considering the previous studies in the literature, the main objective of this contribution is to identify and document specific difficulties that students show while thinking and reasoning about the relation between work and energy in isolated systems. This research consists in the analysis of answers to a work-energy questionnaire administered to students taking introductory physics courses at the University of the Basque Country (Spain). The results of four questions presented to the students show that, after the instruction, students still have problems calculating the scalar product in the definition of work, and that a good portion of students have difficulties in establishing correct relations between the work done by an external force to the system and the energy variation of the system. At the end, general conclusions of this contribution are established where recommendations are made to the instructor and researcher.http://ref.scielo.org/x8x9b

Probing university students’ understanding of electromotive force in electricity

The goal of this study is to identify students’ difficulties with learning the concepts of electromotive force (emf) and potential difference in the context of transitory currents and resistive direct-current circuits. To investigate these difficulties, we developed a questionnaire based on an analysis of the theoretical and epistemological framework of physics, which was then administered to first-year engineering and physics students at universities in Spain, Colombia, and Belgium. The results of the study show that student difficulties seem to be strongly linked to the absence of an analysis of the energy balance within the circuit and that most university students do not clearly understand the usefulness of and the difference between the concepts of potential difference and emf

Biomechanical Response to Changes in Natural Turf during Running and Turning

publication-status: Publishedtypes: Article© Human Kinetics Inc, 2011Integrated biomechanical and engineering assessments were used to determine how humans responded to variations in turf during running and turning. Ground reaction force (AMTI, 960 Hz) and kinematic data (Vicon Peak Motus, 120 Hz) were collected from eight participants during running (3.83 m/s) and turning (10 trials per condition) on three natural turf surfaces in the laboratory. Surface hardness (Clegg hammer) and shear strength (cruciform shear vane) were measured before and after participant testing. Peak loading rate during running was significantly higher (p < .05) on the least hard surface (sandy; 101.48 BW/s ± 23.3) compared with clay (84.67 BW/s ± 22.9). There were no significant differences in running kinematics. Compared with the “medium” condition, fifth MTP impact velocities during turning were significantly (RM-ANOVA, p < .05) lower on clay (resultant: 2.30 m/s [± 0.68] compared with 2.64 m/s [± 0.70]), which was significantly (p < .05) harder “after” and had the greatest shear strength both “before” and “after” participant testing. This unique finding suggests that further study of foot impact velocities are important to increase understanding of overuse injury mechanisms

All-Arthroscopic Triangular Fibrocartilage Complex Ligamentoplasty: Technique and Results

Objective The aim of the study is to describe the modified all-arthroscopic technique for triangular fibrocartilage complex (TFCC) ligamentoplasty in chronic injuries of the TFCC with distal radioulnar joint (DRUJ) instability, and to present the results obtained. Methods A prospective study was conducted including 11 consecutive patients with chronic TFCC injury with DRUJ instability who underwent an all-arthroscopic TFCC ligamentoplasty. During follow-up, the range of joint motion, grip strength, pain according to the visual analog scale (VAS), functional outcomes according to the Mayo Wrist Score (MWS), and the QuickDASH Score were measured, and any complications and necessary reinterventions were recorded Results We analyzed 11 patients with distal radioulnar ligament injury treated using the all-arthroscopic ligamentoplasty technique. Mean follow-up was 31.5 4.4 (range 12–58) months. The technique presented achieved DRUJ stability in 100% of cases at 12 months. Grip strength and pain, showed a statistically significant improvement between the preoperative score and the two postoperative assessments. Functional assessment using the QuickDASH score and the MWS also improved significantly. Conclusion The all-arthroscopic technique for the reconstruction of irreparable peripheral TFCC tears is a reliable technique, intended not only to minimize the surgical trauma to reduce postoperative pain and to facilitate rehabilitation, but also to improve both the quality of the reconstruction and the functional outcome.Medicin

Un análisis fenomenográfico sobre el aprendizade de la inducción electromagnética de los estudiantes universitarios

Desde un punto de vista social-constructivista del proceso de aprendizaje el conocimiento de las formas de razonamiento de los estudiantes es esencial en el trabajo de reconstrucción de los objetivos y contenidos de enseñanza. La enseñanza-aprendizaje de la teoría explicativa de la Inducción Electromagnética (IE) es un problema didáctico poco investigado, en comparación con otros temas de física. Para esta investigación hemos seleccionado aleatoriamente 85 estudiantes de dos grupos de primer curso del grado en Ingeniería de Electrónica Industrial en la Universidad del País Vasco. Estos estudiantes respondieron un cuestionario de 5 ítems enfocados a obtener respuestas cualitativas. Esta investigación ha revelado que los estudiantes tienen importantes dificultades para un aprendizaje significativo de la IE

What factors have an influence on a quality teaching practice in Sciences?

Abstract This paper aims to know to what extent in-service teachers who have not participated in science teaching training courses neither have performed any research in this field develop a quality teaching practice and what factors have influenced to achieve it. Questionnaires and non-participating observation protocols about the classroom work have been used as well as semi-structured interviews with a sample of teachers to obtain data. These instruments try to characterize the teaching action and determine what factors and in which degrees have influenced the performance of a quality science teaching activity

Comprensión de los estudiantes de la Teoría Especial de la Relatividad y diseño de una visita guiada a un museo de la ciencia

El problema que nos planteamos en este trabajo surge de tres diferentes preocupaciones: la importancia del ‘aprendizaje no formal’ de la ciencia como parte del currículo escolar, la necesidad de alfabetización científica y la importancia de las implicaciones sociales de la ciencia contemporánea. Se ha aprovechado una exposición en el Kutxaespacio de la Ciencia de San Sebastián sobre el centenario de la Teoría Especial de la Relatividad para diseñar una visita de estudiantes de primer curso de Ingeniería y evaluar el aprendizaje logrado. En la primera parte del trabajo se expone el diseño realizado para establecer puentes entre la docencia formal y la visita a la exposición. En la segunda parte se analiza el potencial de la exposición y del diseño realizado para influir en el conocimiento de los estudiantes en tres aspectos de la Teoría Especial de la Relatividad. Los resultados obtenidos muestran que el diseño de visita con actividades previas y posteriores a la misma resulta eficaz para aumentar la comprensión de los estudiantes y estimular su capacidad de argumentar científicamente.Palabras Clave: Aprendizaje en contextos no formales; Relatividad Especial; Visitas a Museos.Understanding of the students about the Special Theory of Relativity and designing science museum’s guided tourThe problem which we are tackling in this work emerges from three different concerns: the importance of ‘learning science ‘informally’ as part of the school curriculum, the need for scientific literacy and the importance of the social implications of contemporary science. An exhibition was used in the Kutxaespacio Science Museum in San Sebastian on the centenary of the Spatial Theory of Relativity to design a visit for first year Engineering students and assess the learning which is achieved. The first part of the work presents the design which was produced to build bridges between formal teaching and the exhibition visit. The second part analyses the potential of the exhibition and the aforementioned design to influence the student’s knowledge regarding three aspects of the Spatial Theory of Relativity. The results obtained demonstrate that the visit design with activities beforehand and afterwards is effective in terms of increasing students’ understanding and stimulating their ability to argue scientifically.Keywords: Informal learning; Special Relativity; Visits to Museum

Hybrid Enzyme-Polymeric Capsules/Mesoporous Silica Nanodevice for In Situ Cytotoxic Agent Generation

A novel nanocarrier based on functionalized mesoporous silica nanoparticles able to transport a non-toxic pro-drug and the enzyme responsible for its activation is presented. This nanodevice is able to generate in situ cytotoxic species once accumulated in the tumoral cell. Enzymes are sensitive macromolecules which can suffer denaturalization in biological media due to the presence of proteases or other aggressive agents. Moreover, the direct attachment of enzymes to the silica surface can reduce their activity by conformational changes or active site blockage. For these reasons, in order to create a robust system able to work in living organisms, the enzymes are previously coated with a protective polymeric shell which allows the attachment on the silica surface preserving their activity. The efficacy of this hybrid nanodevice for antitumoral purposes is tested against several human tumoral cells as neuroblastoma and leukemia showing significant efficacy. It converts this device in a promising candidate for further in vivo studies for oncology therapy

¿Qué hacer en la formación inicial del profesorado de ciencias de secundaria?

La publicación del acuerdo del Consejo de Ministros, por el que se regula el plan de estudios en España para la futura formación inicial del profesorado de secundaria (ved BOE de 21 y 29 de diciembre de 2007), abre nuevas expectativas en un campo hasta ahora muy descuidado, pero esencial para poder mejorar el proceso de enseñanza y aprendizaje en ese nivel educativo. En este trabajo, tras analizar diversos problemas del modelo de formación que se ha venido desarrollando hasta ahora, se consideran algunos criterios que deberían orientar la formación inicial del profesorado de física y química de educación secundaria y se proponen unos posibles contenidos a contemplar dentro del bloque específico del plan de estudios correspondiente.Palabras clave: Didáctica de las ciencias; formación inicial del profesorado de secundariaWhat to do in secondary school science teachers preservice training?During December 2007 regulations about training for secondary school teachers trainees, were introduced in Spain. This creates new expectations in a so far quite neglected field, but essential to improve the learning and teaching processes at this educational level. In this paper, we consider some criteria which should be applied to the initial training of science teachers and we also suggest likely contents.Keywords: Science education; secondary school teacher training