La caracterización de los ambientes de aprendizaje en la investigación didáctica. propuesta de una metodología basada en la aplicación del software atlas.TI.

Gran parte de la investigación educativa tiene como objetivo la evaluación de propuestas innovadoras frente a prácticas consideradas como convencionales. Una interpretación adecuada de sus resultados exige conocer en qué medida dichas propuestas determinan realmente la naturaleza de los ambientes de aprendizaje, proporcionando validez a la contrastación de las hipótesis formuladas. En esta comunicación se propone una metodología para caracterizar los ambientes de aprendizaje en contextos experimentales inspirada en la denominada Teoría Fundamentada, en la que se basa el software ATLAS. ti. , ampliamente utilizado en la investigación social. Más allá de este objetivo, se pretende ofrecer un instrumento alternativo para evaluar la influencia de los factores contextuales en el aprendizaje, desde una perspectiva centrada en las percepciones del alumnado

La caracterización de los ambientes de aprendizaje en la investigación didáctica : propuesta de una metodología basada en la aplicación del software atlas.TI

Gran parte de la investigación educativa tiene como objetivo la evaluación de propuestas innovadoras frente a prácticas consideradas como convencionales. Una interpretación adecuada de sus resultados exige conocer en qué medida dichas propuestas determinan realmente la naturaleza de los ambientes de aprendizaje, proporcionando validez a la contrastación de las hipótesis formuladas. En esta comunicación se propone una metodología para caracterizar los ambientes de aprendizaje en contextos experimentales inspirada en la denominada Teoría Fundamentada, en la que se basa el software ATLAS.ti., ampliamente utilizado en la investigación social. Más allá de este objetivo, se pretende ofrecer un instrumento alternativo para evaluar la influencia de los factores contextuales en el aprendizaje, desde una perspectiva centrada en las percepciones del alumnado

Geographical and environment-related variations of essential oils in isolated populations of Thymus richardii Pers. in the Mediterranean basin

Composition of essential oils of different populations of Thymus richardii grex of six localities from Bosnia-Herzegovina (Konjic, Borci), Spain (Majorca, Ibiza, Valencia) and Italy (Marettimo, Sicily) were determined by GC/FID and GC/MS. The main constituents in most of the samples were aromatic monoterpenes corresponding to non-phenolic cyclic compounds (p-cymene, gamma-terpinene). The highest monoterpene concentrations were found in the Bosnian samples (70%), and the lowest in samples from the Balearic Islands ( 50%) in samples from Majorca with beta-bisabolene (>40%) being the principal constituent. Discriminant analysis (LDA) shows the differentiation of two chemotypes: A (phenol chemotype), with p-cymene and gamma-terpinene as characteristic compounds and B, with beta-bisabolene and carvacrol, as major and significative compounds. The occurrence of the chemotypes was related to summer positive precipitation and to deep of soils.Llorens, L.; Llorens Molina, JA.; Agnello, S.; Boira Tortajada, H. (2014). Geographical and environment-related variations of essential oils in isolated populations of Thymus richardii Pers. in the Mediterranean basin. Biochemical Systematics and Ecology. 56:246-254. doi:10.1016/j.bse.2014.05.0072462545

La caracterización del ambiente de aprendizaje en un laboratorio de química general mediante métodos de investigación social

Desde una crítica al paradigma proceso-producto, que asume la causalidad entre el diseño del proceso de aprendizaje y su desarrollo, consideramos la caracterización de los ambientes de aprendizaje un requisito para la evaluación de innovaciones educativas. En este trabajo han sido incorporados métodos de la investigación social como los inspirados en la Teoría Fundamentada, a la caracterización del ambiente de aprendizaje en un contexto experimental. Mediante dichos métodos se ha llevado a cabo un estudio de caso en el que han sido analizadas las preguntas formuladas en el laboratorio y las reflexiones reflejadas en sus cuadernos por los estudiantes, con objeto de proponer un marco conceptual para la evaluación de dichos ambientes de aprendizaje. Los resultados justifican el uso de tales métodos, al ser notablemente contradictorios con los procedentes de la aplicación de un cuestionario basado en el conocido Science Laboratory Environment Inventory.From a critical view point of process-product paradigm, which accepts a causal relationship between learning process design and its classroom development, the characterization of Learning Environments as requirement for educational innovations assessment is considered. In this paper, research methods from Social Sciences as those inspired in the Grounded Theory have been applied to experimental learning environments. Students generated questions during laboratory sessions and self-reports have been analyzed by means of a case study in order to propose a framework to assess these learning environments. The results justify the use of suggested methodology since they are significantly contradictory with the ones from a questionnaire based on the well known Science Laboratory Environment Inventory

Seasonal variations in essential oil of aerial parts and roots of an Artemisia absinthium L. population from a Spanish area with supramediterranean climate (Teruel, Spain)

[EN] The seasonal variation of essential oil composition of aerial parts and roots of Artemisia absinthium L. has been investigated. It was obtained from individuals growing wild in Teruel (Spain) by means of hydrodistillation (aerial parts) or simultaneous distillation extraction (roots), and analyzed by GC/MS and GC/FID. Results showed a predominance of oxygenated monoterpenes (81.4-89.1%) in aerial parts; mainly (Z)-epoxyocimene (49.3-71.5%), (Z)-chrysanthemyl acetate (7.6-18%) and linalool (0.7-10.4%). In spite of the high intrapopulational variability, significant variations were observed for these three compounds. Root essential oil composition showed a high amount of hydrocarbon monoterpenes (43.8-55.1%) and monoterpenic esters (36.6-41.5%) with a noticeable seasonal stability except for some allelopathic oxygenated monoterpenes. As A. absinthium is a typical invasive species, knowing the seasonal variations of these compounds may be a first step to study their release in soil as a source for natural herbicides.Llorens Molina, JA.; Vacas González, S. (2015). Seasonal variations in essential oil of aerial parts and roots of an Artemisia absinthium L. population from a Spanish area with supramediterranean climate (Teruel, Spain). Journal of Essential Oil Research. 27(5):395-405. doi:10.1080/10412905.2015.1043400S395405275Ariño, A., Arberas, I., Renobales, G., Arriaga, S., & Dominguez, J. B. (1999). Essential Oil ofArtemisia absinthiumL. from the Spanish Pyrenees. Journal of Essential Oil Research, 11(2), 182-184. doi:10.1080/10412905.1999.9701105Abad, M. J., Bedoya, L. M., Apaza, L., & Bermejo, P. (2012). The Artemisia L. Genus: A Review of Bioactive Essential Oils. Molecules, 17(3), 2542-2566. doi:10.3390/molecules17032542Blagojević, P., Radulović, N., Palić, R., & Stojanović, G. (2006). Chemical Composition of the Essential Oils of Serbian Wild-GrowingArtemisia absinthiumandArtemisia vulgaris. Journal of Agricultural and Food Chemistry, 54(13), 4780-4789. doi:10.1021/jf060123oRezaeinodehi, A., & Khangholi, S. (2008). Chemical Composition of the Essential Oil of Artemisia absinthium Growing Wild in Iran. Pakistan Journal of Biological Sciences, 11(6), 946-949. doi:10.3923/pjbs.2008.946.949Carnat, A.-P., Madesclaire, M., Chavignon, O., & Lamaison, J.-L. (1992). cis-Chrysanthenol, A Main Component in Essential Oil ofArtemisia absinthiumL. Growing in Auvergne (Massif Central), France. Journal of Essential Oil Research, 4(5), 487-490. doi:10.1080/10412905.1992.9698115Lopes-Lutz, D., Alviano, D. S., Alviano, C. S., & Kolodziejczyk, P. P. (2008). Screening of chemical composition, antimicrobial and antioxidant activities of Artemisia essential oils. Phytochemistry, 69(8), 1732-1738. doi:10.1016/j.phytochem.2008.02.014Basta, A., Tzakou, O., Couladis, M., & Pavlović, M. (2007). Chemical Composition ofArtemisia absinthiumL. from Greece. Journal of Essential Oil Research, 19(4), 316-318. doi:10.1080/10412905.2007.9699291Ariño, A., Arberas, I., Renobales, G., Arriaga, S., & Domínguez, J. B. (1999). Seasonal Variation in Wormwood (Artemisia absinthiumL.) Essential Oil Composition. Journal of Essential Oil Research, 11(5), 619-622. doi:10.1080/10412905.1999.9701226Goel, D., Goel, R., Singh, V., Ali, M., Mallavarapu, G. R., & Kumar, S. (2007). Composition of the essential oil from the root of Artemisia annua. Journal of Natural Medicines, 61(4), 458-461. doi:10.1007/s11418-007-0175-2Mirjalili, B. F., Meybody, M. H. H., Ardakani, M. M., Rustaiyan, A., Ameri, N., Masoudi, S., & Bamoniri, A. (2006). Chemical Composition of the Essential Oil from Aerial Parts, Leaves, Flowers and Roots ofArtemisia persicaBoiss. from Iran. Journal of Essential Oil Research, 18(5), 544-547. doi:10.1080/10412905.2006.9699162Jassbi, A. R., Zamanizadehnajari, S., & Baldwin, I. T. (2010). Phytotoxic Volatiles in the Roots and Shoots of Artemisia tridentata as Detected by Headspace Solid-phase Microextraction and Gas Chromatographic-mass Spectrometry Analysis. Journal of Chemical Ecology, 36(12), 1398-1407. doi:10.1007/s10886-010-9885-0De Almeida, L. F. R., Frei, F., Mancini, E., De Martino, L., & De Feo, V. (2010). Phytotoxic Activities of Mediterranean Essential Oils. Molecules, 15(6), 4309-4323. doi:10.3390/molecules15064309Zahed, N., Hosni, K., Ben Brahim, N., Kallel, M., & Sebei, H. (2010). Allelopathic effect of Schinus molle essential oils on wheat germination. Acta Physiologiae Plantarum, 32(6), 1221-1227. doi:10.1007/s11738-010-0492-zYoung, G. P., & Bush, J. K. (2009). Assessment of the Allelopathic Potential of Juniperus ashei on Germination and Growth of Bouteloua curtipendula. Journal of Chemical Ecology, 35(1), 74-80. doi:10.1007/s10886-008-9585-1Not Available, N. A., & Duke, S. O. (2003). Ecophysiological aspects of allelopathy. Planta, 217(4), 529-539. doi:10.1007/s00425-003-1054-zAbrahim, D., Braguini, W. L., Kelmer-Bracht, A. M., & Ishii-Iwamoto, E. L. (2000). Journal of Chemical Ecology, 26(3), 611-624. doi:10.1023/a:100546790329

Essential oil composition of berries of Juniperus oxycedrus L. ssp. oxycedrus according to their ripening stage

[EN] Some essential oils (EOs) can be extracted from berries of different species, and their composition depends on their maturation level. In this work, these parameters were correlated forJuniperus oxycedrusL ssp.oxycedrus. For this purpose, a classification method based on the CIE L*a*b* colour measurement was applied. Once the samples were classified, they were subjected to simultaneous distillation extraction and gas chromatography (GC/FID and GC/MS). Hydrocarbon monoterpenes constituted the major fraction (42.8-89.8%), mainly represented by -pinene (30.1-66.4%) and myrcene (6.1-34.8%). Hydrocarbon sesquiterpenes accounted for 4.0-26.4%, with germacrene-D (0.2-16.9%) as the major component. The discriminant analysis proved that CIE L*a*b* implementation was useful to classify the ripening stage. Regarding the EO composition, significant differences were observed in myrcene, camphor and germacrene-D, as well as in the grouped oxygenated and hydrocarbon terpenoids. In general, a progressive increase in oxygenated compounds was noted over the maturation process.Llorens Molina, JA.; Ygueravide, B.; Vacas, S. (2019). Essential oil composition of berries of Juniperus oxycedrus L. ssp. oxycedrus according to their ripening stage. Journal of Essential Oil Research. 31(4):276-285. https://doi.org/10.1080/10412905.2019.1583140S27628531

Peer Assessment Reliability in an Organic Chemistry Activity: Do Students Overrate Their Peers?

[EN] Despite the demonstrated learning benefits of peer evaluation, fears of teachers about its low reliability may restrict its use. In this study, the validity of peer assessment, in terms of agreement with the ratings of the teacher, has been tested in an organic chemistry course. The students were organized into small groups and commissioned to produce a screencast video on a molecule. Both students and teachers assessed the screencasts on five different dimensions. The internal consistency of the rating scale was confirmed. Comparing both data sets revealed fair correlations in all cases but statistically significant differences in four dimensions. The grades awarded by peers were lower than those granted by the teacher, which contradicts most of the results found in the literature. Statistically significant differences (p < 0.05) are compatible with the good agreement as reported by the Intraclass Correlation Coefficient and vice versa. Further research is necessary to elucidate the effect of diverse variables on the raters' agreement, improving the validity of peer evaluation.Atarés Huerta, LM.; Llorens Molina, JA. (2023). Peer Assessment Reliability in an Organic Chemistry Activity: Do Students Overrate Their Peers?. Journal of Chemical Education. 100(9):3200-3208. https://doi.org/10.1021/acs.jchemed.2c0094532003208100

Computational Characterization of Activities and Learners in a Learning System

For a technology-based learning system to be able to personalize its learning process, it must characterize the learners. This can be achieved by storing information about them in a feature vector. The aim of this research is to propose such a system. In our proposal, the students are characterized based on their activity in the system, so learning activities also need to be characterized. The vectors are data structures formed by numerical or categorical variables such as learning style, cognitive level, knowledge type or the history of the learner’s actions in the system. The learner’s feature vector is updated considering the results and the time of the activities performed by the learner. A use case is also presented to illustrate how variables can be used to achieve different effects on the learning of individuals through the use of instructional strategies. The most valuable contribution of this proposal is the fact that students are characterized based on their activity in the system, instead of on self-reporting. Another important contribution is the practical nature of the vectors that will allow them to be computed by an artificial intelligence algorithm

Dashboard for Evaluating the Quality of Open Learning Courses

Universities are developing a large number of Open Learning projects that must be subject to quality evaluation. However, these projects have some special characteristics that make the usual quality models not respond to all their requirements. A fundamental part in a quality model is a visual representation of the results (a dashboard) that can facilitate decision making. In this paper, we propose a complete model for evaluating the quality of Open Learning courses and the design of a dashboard to represent its results. The quality model is hierarchical, with four levels of abstraction: components, elements, attributes and indicators. An interesting contribution is the definition of the standards in the form of fulfillment levels, that are easier to interpret and allow using a color code to build a heat map that serves as a dashboard. It is a regular nonagon, divided into sectors and concentric rings, in which each color intensity represents the fulfillment level reached by each abstraction level. The resulting diagram is a compact and visually powerful representation, which allows the identification of the strengths and weaknesses of the Open Learning course. A case study of an Ecuadorian university is also presented to complete the description and draw new conclusions.This research was funded by Universidad Central del Ecuador, through the agreement with Universidad de Alicante for the direction of doctoral theses.” “The APC was funded by Cátedra Santander-UA de Transformación Digital and Smart Learning Research Group, Universidad de Alicante”