Narrar y hacer química en un nuevo contexto

Se analiza un taller llevado a cabo en la Universitat Autònoma de Barcelona perteneciente Proyecto ITACA , cuyo objetivo es introducir a los estudiantes de secundaria en la actividad científica que concretamos como "hacer y narrar sobre química". Los datos sobre la ‘actividad química de los alumnos’ se obtienen a partir de una narrativa experimental creada por ellos a partir de la actividad realizada

Los modelos en la enseñanza de la Química

‘Modelo’ es un término polisémico que debemos precisar debido a la importancia que tiene actualmente para la enseñanza de las ciencias. Apela al pensamiento abstracto y a su relación con lo que llamamos ‘realidad’. En la medida que se comprende que también los fenómenos y las evidencias dependen del marco teórico (de las preguntas con sentido que se pueden llegar a formular sobre ellos por quienes saber cómo intervenir en ellos y transformarlos) aparece la necesidad de establecer cuál puede ser el fundamento epistemológico de la ciencia que se hace en la escuela. Presentamos nuevos desarrollos del MCQ que ha sido presentado en otras ocasiones y que estamos aplicando a la enseñanza de la química a maestros (en formación inicial y en formación permanente)

The Local Territory as a Resource for Learning Science: A Proposal for the Design of Teaching-learning Sequences in Science Education

The present work arises from the need to reform Science Education, particularly through the contextualization of teaching. It is proposed to achieve this through the use of local territory as a resource for the design of teaching-learning-sequences (TLS). To do this, an interdisciplinary group of researchers and teachers from a Secondary School created a Professional Circle for Reflection on Teaching, which constructed an emerging conceptualization of Territory, analyzed the possibilities of the local area and established a relationship with the national curriculum. On this basis the TLS were designed, with an interdisciplinary aspect, and implemented with pupils aged 14 to 17. The results show that the contextualization of teaching through the use of local territory is possible, and is positive for pupils, and that collaborative work and reflection by teachers are fundamental for this process

Exploring the factors affecting carbon and nutrient concentrations in tree biomass components in natural forests, forest plantations and short rotation forestry

Abstract Background Coupling biomass models with nutrient concentrations can provide sound estimations of carbon and nutrient contents, enabling the improvement of carbon and nutrient balance in forest ecosystems. Although nutrient concentrations are often assumed to be constant for some species and specific tree components, at least in mature stands, the concentrations usually vary with age, site index and even with tree density. The main objective of this study was to evaluate the sources of variation in nutrient concentrations in biomass compartments usually removed during harvesting operations, covering a range of species and management conditions: semi-natural forest, conventional forest plantations and short rotation forestry (SRF). Five species (Betula pubescens, Quercus robur, Eucalyptus globulus, Eucalyptus nitens and Populus spp.) and 14 genotypes were considered. A total of 430 trees were sampled in 61 plots to obtain 6 biomass components: leaves, twigs, thin branches, thick branches, bark and wood. Aboveground leafless biomass was pooled together for poplar. The concentrations of C, N, K, P, Ca, Mg, S, Fe, Mn, Cu, Zn and B were measured and the total biomass of each sampled tree and plot were determined. The data were analysed using boosted regression trees and conventional techniques. Results The main sources of variation in nutrient concentrations were biomass component > > genotype (species) ≈ age > tree diameter. The concentrations of Ca, Mg and K were most strongly affected by genotype and age. The concentrations of P, K, Ca, Mg, S and Cu in the wood component decreased with age, whereas C concentrations increased, with a trend to reach 50% in the older trees. In the SRF, interamerican poplar and P. trichocarpa genotypes were comparatively more efficient in terms of Ca and K nutrient assimilation index (NAI) (+ 65–85%) than eucalypts, mainly because leafless biomass can be removed. In the conventional eucalypt plantations (rotation 15 years), debarking the wood at logging (savings of 225% of Ca and 254% of Mg for E. globulus) or the use of selected genotypes (savings of 45% of P and 35% of Ca) will provide wood at a relatively lower nutrient cost. Considering all the E. globulus genotypes together, the management for pulp with removal of debarked wood shows NAI values well above (× 1.7–× 3.9) the ones found for poplar or eucalypt SRF and also higher (× 1.6–× 4.0) than the ones found for oak and birch managed in medium or long rotations. The annual rates of nutrient removal were low in the native broadleaved species but the rates of available soil nutrients removed were high as compared to poplar or eucalypts. Management of native broadleaved species should consider nutrient stability through selection of the biomass compartments removed. Conclusions The nutrient assimilation index is higher in poplar grown under short rotation forestry management than in the other systems considered. Nutrient management of fast growing eucalyptus plantations could be improved by selecting efficient genotypes and limiting removal of wood. The values of the nutrient assimilation index are lower in the natural stands of native broadleaved species than in the other systems considered