Más allá de las ideas previas como dificultades de aprendizaje : las pautas de pensamiento, las concepciones epistemológicas y las estrategias metacognitivas de los alumnos de ciencias

In this article we try to go beyond students misconceptions as the only explanation for difficulties in the learning of sciences. We review the main components of a kind of «cognitive conspiration» against the work of science teachers: the preconceptions of students, their patterns of thinking and reasoning, their epistemological beliefs and their metacognitive strategies. Usually, research in science education has focused on the two first elements, although, in recent years, researchers have started to focus on the two last factors that are main obstacles for science learning and are responsible for the failure of many new approaches in science teaching

Invocaciones y usos inadecuados de la ciencia en la publicidad

The use of science in advertising as a source of authority to back claims concerning products is studied in this article. We also examine inappropiate uses of scientific knowledge in advertising. The analyzed examples present an image of science as an activity always in progress that is able to guarantee the quality of products. Among the wrong uses of science we found the use of supossed scientific concepts, the use of misleading or difficult to understand argumentations, or the misuse of scientific concepts. These uses are in conflict with goals of science education that emphasize understanding of scientific knowledge, and its correct use

Ignorancia consciente en el aprendizaje de las ciencias II : factores que influyen en lo que los alumnos saben que no saben

La investigación en la didáctica de las ciencias ha examinado en detalle procesos de adquisición de conocimiento y comprensión del contenido científico. Sin embargo, se ha prestado menos atención a los papeles positivos de la incomprensión o el desconocimiento consciente. Este artículo es el segundo de dos trabajos de revisión y síntesis en los que se analiza el desconocimiento y la incomprensión conscientes de contenidos científicos. El primero se centra en los componentes y estructura de la incomprensión y en este segundo se examinan las variables que afectan al desconocimiento y a la incomprensión conscientes. En particular se revisan y sintetizan estudios sobre el efecto que tienen el conocimiento, las tareas y los criterios de coherencia en la consciencia de la incomprensión, o el desconocimiento de la ciencia, que se manifiesta generalmente a través de preguntas. Finalmente se sintetizan algunas de las implicaciones que tienen los estudios revisados para la enseñanza y el aprendizaje de las ciencias.La recerca en la didàctica de les ciències ha examinat detalladament processos d'adquisició de coneixement i comprensió del contingut científic. No obstant això, s'ha prestat menys atenció als papers positius de la incomprensió o el desconeixement conscient. Aquest article és el segon de dos treballs de revisió i síntesi en els quals s'analitza el desconeixement i la incomprensió conscients de continguts científics. El primer se centra en els components i estructura de la incomprensió i en aquest segon s'examinen les variables que afecten al desconeixement i a la incomprensió conscients. En particular es revisen i sintetitzen estudis sobre l'efecte que tenen el coneixement, les tasques i els criteris de coherència en la consciència de la incomprensió, o el desconeixement de la ciència, que es manifesta generalment a través de preguntes. Finalment se sintetitzen algunes de les implicacions que tenen els estudis revisats per a l'ensenyament i l'aprenentatge de les ciències.Much research in science education has focused on the processes of knowledge building and comprehension of scientific content. However, the positive roles of what is unknown or not understood have received much less attention. This article is the second one of two reviews that analyze the nature of what is consciously unknown or not understood about science content. The first paper focused on the components and structure of incomprehension. This second paper examines the variables influencing what is consciously not known or not understood. In particular we review and synthesize studies about the influence of knowledge, tasks, and standards of coherence on the awareness of lack of knowledge or the incomprehension of science, that is made explicit through questioning. Finally, we synthesize some implications of the revised studies for science teaching and learning

La educación científica frente al pensamiento anticrítico en la vida diaria

El trabajo contrasta algunas características del pensamiento crítico que se intenta promover en las clases de ciencias con las características de una clase de pensamiento que hemos llamado anticrítico, promovido por ciertos actores sociales. Para ello, en primer lugar, se analizan las caracterizaciones del pensamiento crítico, en especial su carácter evaluativo basado en estándares de calidad. A continuación, se examinan algunos ejemplos de pensamiento anticrítico que violan deliberadamente los estándares de claridad y precisión cuya aplicación se intenta desarrollar en la escuela. Finalmente, se concluye resaltando la importancia de promover el tratamiento explícito del pensamiento anticrítico mediante enfoques interdisciplinarios en las aulas.This paper compares some characteristics of critical thinking promoted in science classes with characteristics of a type of thinking which we have called anti-critical, promoted by some social actors. For this purpose, firstly, we analyze the conceptualizations of critical thinking, especially its evaluative character based on quality standards. Next, we examine some examples of anti-critical thinking that deliberately violate the standards of clarity and precision intended to be developed at schools. Finally, we conclude by stressing the importance of promoting specific interdisciplinary instruction on anti-critical thinking in the classroom

Conocimiento y destrezas iniciales de los alumnos que acceden a cursos introductorios de física en 6 universidades iberoamericanas : cambio a lo largo del primer curso e incidencia en el éxito académi

Este trabajo forma parte de un estudio más extenso, financiado por la AECID, sobre la formación inicial de los alumnos que acceden a cursos de Física en varias universidades iberoamericanas, y de su influencia en el rendimiento académico en el primer curso. La muestra incluye alumnos de las universidades de Alcalá (España), Católica del Norte (Antofagasta, Chile), Santiago (Chile), San Luis (Argentina), San Juan (Argentina) y Tecnológico de Monterrey (México). En primer lugar se ilustra el grado alcanzado en la comprensión de conceptos físicos básicos, en destrezas relevantes para el estudio de la Física y en la capacidad de razonamiento científico. En la segunda parte se muestra como varía la comprensión de los conceptos en el primer año universitario y se analiza mediante un estudio correlacional la influencia de la formación inicial en el éxito académico

Neurtu 2021. Barómetro sobre la diversidad en la CAE. Percepciones y actitudes hacia la diversidad sexual y de género

106 p.Este informe recoge los resultados principales derivados del análisis de "Neurtu 2021. Barómetro sobre la diversidad en la CAE: percepciones y actitudes hacia la diversidad sexual y de género", que sigue el camino abierto por la "Encuesta sobre percepciones y actitudes en torno a la discriminación en Euskadi 2020" (EPADE 2020), una encuesta pionera en nuestro territorio en lo que respecta al estudio de los posicionamientos y la apertura de la población vasca hacia la realidad social diversa y el compromiso respecto a la igualdad y la no discriminación

Burdigalian deposits of the Santa Cruz formation in the Sierra Baguales, austral (magallanes) basin: Age, depositional environment and vertebrate fossils

A succession of marine and continental strata on the southern flank of Cerro Cono in the Sierra Baguales, northeast of Torres del Paine, can be correlated with stratigraphic units exposed along the southern border of the Lago Argentino region in Santa Cr

Comparison of seven prognostic tools to identify low-risk pulmonary embolism in patients aged <50 years

publishersversionPeer reviewe

Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants

Summary Background Comparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents. Methods For this pooled analysis, we used a database of cardiometabolic risk factors collated by the Non-Communicable Disease Risk Factor Collaboration. We applied a Bayesian hierarchical model to estimate trends from 1985 to 2019 in mean height and mean BMI in 1-year age groups for ages 5–19 years. The model allowed for non-linear changes over time in mean height and mean BMI and for non-linear changes with age of children and adolescents, including periods of rapid growth during adolescence. Findings We pooled data from 2181 population-based studies, with measurements of height and weight in 65 million participants in 200 countries and territories. In 2019, we estimated a difference of 20 cm or higher in mean height of 19-year-old adolescents between countries with the tallest populations (the Netherlands, Montenegro, Estonia, and Bosnia and Herzegovina for boys; and the Netherlands, Montenegro, Denmark, and Iceland for girls) and those with the shortest populations (Timor-Leste, Laos, Solomon Islands, and Papua New Guinea for boys; and Guatemala, Bangladesh, Nepal, and Timor-Leste for girls). In the same year, the difference between the highest mean BMI (in Pacific island countries, Kuwait, Bahrain, The Bahamas, Chile, the USA, and New Zealand for both boys and girls and in South Africa for girls) and lowest mean BMI (in India, Bangladesh, Timor-Leste, Ethiopia, and Chad for boys and girls; and in Japan and Romania for girls) was approximately 9–10 kg/m2. In some countries, children aged 5 years started with healthier height or BMI than the global median and, in some cases, as healthy as the best performing countries, but they became progressively less healthy compared with their comparators as they grew older by not growing as tall (eg, boys in Austria and Barbados, and girls in Belgium and Puerto Rico) or gaining too much weight for their height (eg, girls and boys in Kuwait, Bahrain, Fiji, Jamaica, and Mexico; and girls in South Africa and New Zealand). In other countries, growing children overtook the height of their comparators (eg, Latvia, Czech Republic, Morocco, and Iran) or curbed their weight gain (eg, Italy, France, and Croatia) in late childhood and adolescence. When changes in both height and BMI were considered, girls in South Korea, Vietnam, Saudi Arabia, Turkey, and some central Asian countries (eg, Armenia and Azerbaijan), and boys in central and western Europe (eg, Portugal, Denmark, Poland, and Montenegro) had the healthiest changes in anthropometric status over the past 3·5 decades because, compared with children and adolescents in other countries, they had a much larger gain in height than they did in BMI. The unhealthiest changes—gaining too little height, too much weight for their height compared with children in other countries, or both—occurred in many countries in sub-Saharan Africa, New Zealand, and the USA for boys and girls; in Malaysia and some Pacific island nations for boys; and in Mexico for girls. Interpretation The height and BMI trajectories over age and time of school-aged children and adolescents are highly variable across countries, which indicates heterogeneous nutritional quality and lifelong health advantages and risks