Creencias sobre el aprendizaje de las ciencias de los estudiantes del máster de profesorado de enseñanza secundaria

En este trabajo se muestran los resultados de un estudio empírico sobre las creencias de futuros docentes de enseñanza secundaria acerca de los procesos de aprendizaje de la ciencia, registradas mediante un cuestionario de escala likert que han cumplimentado 188 estudiantes del Máster de Profesorado de Educación Secundaria, de las especialidades de ciencia y tecnología. En primer lugar se han clasificado las diversas creencias por su relación con diferentes modelos didácticos y se ha realizadoun estudio descriptivo para conocer cuáles son las creencias más extendidas entre tales estudiantes. Posteriormente se ha desarrollado un análisis de las relaciones internas entre tales creencias y hemos observado que algunas ideas presentan cierto grado de articulación, pero en general no parecen formar esquemas de pensamiento coherentes.This work presents the results of an empirical study on the beliefs of future teachers of secondary education about science learning processes. We have developed a Likert scale questionnaire and analysed the responses of 188 students of the Master of Teachers of Secondary Education, in the specialities of science and technology. First we have classified the various beliefs by their relationship with different educational models and we have made a descriptive study to determine which are the most widespread belief among such students. Later we developed an analysis of the internal relations between such beliefs and we have observed that some ideas have some degree of articulation, but generally such beliefs do not seem to form coherent patterns of thought

Activities to reflect on the learning processes in the initial training of secondary school teachers

En este trabajo hemos tratado de conocer cuáles son las concepciones personales en torno al aprendizaje de los alumnos del Máster de Formación del Profesorado de Enseñanza Secundaria de las especialidades de ciencias experimentales. Se ha realizado un estudio piloto de carácter exploratorio en el que han participado 31 estudiantes y se han recogido sus ideas a través de un cuestionario de preguntas abiertas que incluía ocho cuestiones sobre diversos aspectos relacionados con el aprendizaje de la ciencia en el contexto de la educación secundaria. Los resultados obtenidos permiten afirmar que los alumnos de este máster poseen concepciones personales sobre el aprendizaje que pueden influir en su acción docente posterior y que conviene tener en cuenta durante el proceso de formación inicial. Aunque hemos observado gran variedad de ideas, en muchas de estas concepciones se vislumbra un enfoque idealizado de los procesos educativos, ya que conceden gran importancia al alumno como sujeto protagonista del proceso de aprendizaje y a la necesidad de favorecer la comprensión y la motivación del estudiante en toda acción educativa. Estos hechos deberían tenerse en cuenta a la hora de diseñar el proceso de formación inicial docente.This article deals with the personal conceptions about the students´ learning of the Master of Professorship of Compulsory Secondary Education of the specialties of experimental sciences. A research has been carried out with thirty-one students. We have collected their conceptions about the learning process through an open questionnaire that includes eight questions on various aspects related to the learnings of science in the context of secondary education. The results obtained allow us to conclude that the students of this master possess personal conceptions on the learning that can influence their teaching action later and this point must be taken into account during the process of initial formation. It has been observed that they have a great variety of ideas, although many of these conceptions are idealized visions of the educational processes. They give a great importance to the idea that students are the main part of the learning process and to the necessity to foster understanding and motivation in the educational process. These results should be taken into account in the design of the process of initial teacher training

Creencias sobre los procesos educativos en la formación inicial del profesorado de enseñanza secundaria del área de Ciencia y Tecnología: diseño y características de un cuestionario

Importantes investigaciones han demostrado que las creencias e ideas implícitas sobre la educación influyen en la práctica educativa del profesorado. Por ello, durante tres cursos académicos, hemos realizado un estudio destinado a explorar diversos aspectos del pensamiento inicial docente sobre la educación científica, en el que han participado 188 estudiantes del Máster de Formación del Profesorado de Educación Secundaria. Con este fin se ha diseñado un cuestionario de escala Likert, integrado por diversos ítems sobre los procesos de aprendizaje, enseñanza y evaluación de las ciencias, que ha permitido recoger numerosos datos sobre la visión global de la educación científica mostrada por los futuros docentes de enseñanza secundaria. En este trabajo pretendemos analizar las principales características del citado cuestionario, demostrando que posee la suficiente fiabilidad y consistencia como instrumento de investigación y, por tanto, puede ser útil para explorar las ideas de los futuros profesores de ciencia y tecnología sobre procesos educativos relacionados con la actividad docente.Significant research has shown that implicit beliefs and ideas about education have great influence on the educational practice of teachers. For this reason, during three academic years, we have carried out a study to explore various aspects of initial teaching thinking about scientific education, in which have participated 188 students of the Master's Training Teacher Secondary Education. For this purpose a questionnaire of Likert scale has been designed, integrated by diverse items on the processes of learning, teaching and evaluation in the field of the sciences, which has made it possible to gather numerous data on the global vision of scientific education shown by future secondary school teachers. In this paper we intend to analyze the main characteristics of the questionnaire, demonstrating that it has sufficient reliability and consistency as a research instrument and, therefore, may be useful to explore the ideas of future science and technology teachers on educational processes related to teaching activity

Loss of PRDX6 aborts proliferative and migratory signaling in hepatocarcinoma cell lines

Peroxiredoxin 6 (PRDX6), the only mammalian 1-Cys member of the peroxiredoxin family, has peroxidase, phospholipase A2 (PLA2), and lysophosphatidylcholine (LPC) acyltransferase (LPCAT) activities. It has been associated with tumor progression and cancer metastasis, but the mechanisms involved are not clear. We constructed an SNU475 hepatocarcinoma cell line knockout for PRDX6 to study the processes of migration and invasiveness in these mesenchymal cells. They showed lipid peroxidation but inhibition of the NRF2 transcriptional regulator, mitochondrial dysfunction, metabolic reprogramming, an altered cytoskeleton, down-regulation of PCNA, and a diminished growth rate. LPC regulatory action was inhibited, indicating that loss of both the peroxidase and PLA2 activities of PRDX6 are involved. Upstream regulators MYC, ATF4, HNF4A, and HNF4G were activated. Despite AKT activation and GSK3β inhibition, the prosurvival pathway and the SNAI1-induced EMT program were aborted in the absence of PRDX6, as indicated by diminished migration and invasiveness, down-regulation of bottom-line markers of the EMT program, MMP2, cytoskeletal proteins, and triggering of the “cadherin switch”. These changes point to a role for PRDX6 in tumor development and metastasis, so it can be considered a candidate for antitumoral therapies

A Survey of Mycoviral Infection in Fusarium spp. Isolated from Maize and Sorghum in Argentina Identifies the First Mycovirus from Fusarium verticillioides

Mycoviruses appear to be widespread in Fusarium species worldwide. The aim of this work was to identify mycoviral infections in Fusarium spp., isolated from maize and sorghum grown in Argentina, and to estimate their potential effects on the pathogenicity and toxigenesis of the host fungus towards maize. Mycoviruses were identified in 2 out of 105 isolates analyzed; Fusarium verticillioides strain Sec505 and Fusarium andiyazi strain 162. They were characterized as members of the genus Mitovirus by high-throughput sequencing and sequence analysis. The F. verticillioides mitovirus was a novel mycovirus whereas the F. andiyazi mitovirus was found to be a new strain of a previously identified mitovirus. We have named these mitoviruses, Fusarium verticillioides mitovirus 1 (FvMV1) and Fusarium andiyazi mitovirus 1 strain 162 (FaMV1-162). To our knowledge, FvMV1 is the first mycovirus reported as naturally infecting F. verticillioides, the major causal agent of ear rot and fumonisin producer in corn. Both mitoviruses exhibited 100% vertical transmission rate to microconidia. The Fa162 strain infected with FaMV1-162 did not show phenotypic alterations. In contract, F. verticillioides Sec505 infected with FvMV1 showed increased virulence as well as microconidia and fumonisin-B1 production, compared with two uninfected strains. These results suggest that FvMV1 could have a role in modulating F. verticillioides pathogenicity and toxin production worth further exploring.EEA PergaminoFil: Jacquat, Andrés Gustavo. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto Multidisciplinario de Biología Vegetal; ArgentinaFil: Theumer, Martín Gustavo. Universidad Nacional de Córdoba. Facultad de Ciencias Químicas. Departamento de Bioquímica Clínica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas . Centro de Investigaciones en Bioquímica Clínica e Inmunología; ArgentinaFil: Cañizares, María Carmen. Universidad de Málaga. Consejo Superior de Investigaciones Científicas (IHSM — UMA — CSIC). Instituto de Hortofruticultura Subtropical y Mediterránea “La Mayora”; EspañaFil: Debat, Humberto Julio. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Patología Vegetal; ArgentinaFil: Iglesias, Juliana. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria Pergamino. Departamento de Maíz; Argentina. Universidad Nacional del Noroeste de la Provincia de Buenos Aires. Escuela de Agrarias, Naturales y Ambientales; ArgentinaFil: García Pedrajas, María Dolores. Universidad de Málaga. Consejo Superior de Investigaciones Científicas (IHSM - UMA - CSIC). Instituto de Hortofruticultura Subtropical y Mediterránea “La Mayora”; EspañaFil: Dambolena, José Sebastián. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto Multidisciplinario de Biología Vegetal; Argentin

Conceptions of learning in science and technology of the Masters students of secondary school teachers

En este trabajo se investigan las concepciones iniciales de futuros docentes de Secundaria de ciencia y tecnología, acerca de los procesos aprendizaje. Para ello se exploran las respuestas de 71 estudiantes del Máster de Formación del Profesorado de Educación Secundaria a un conjunto de cuestiones abiertas. Los resultados obtenidos indican que los participantes poseían concepciones sobre el aprendizaje de la ciencia que pueden influir tanto en su actual proceso de formación como en su futura actividad docente, lo que justifica que deban ser objeto de atención en su formación inicial. El estudio, además, ha permitido establecer posibles conexiones con una tipología formada por tres modelos docentes. Junto a un modelo coherente con la enseñanza por transmisión-recepción de conocimientos, se apunta también un modelo próximo al marco constructivista y un modelo mixto. El grado de coherencia observado en las respuestas fue variable, siendo relativamente alta en el caso del marco tradicional, pero solamente parcial en el caso del marco constructivista. Ello sugiere un limitado afianzamiento de este modelo en aquella parte de la muestra que parecía sustentarlo.This paper investigates learning conceptions of science and technology, shown by future teachers of Secondary Education. Therefore we analyzed the responses to a set of open questions raised by 71 students of the Master of Teaching in Secondary Education. Results indicate that participants show conceptions of science learning that may influence your current training process and their future teaching activity. This justifies that should be given attention in the process of initial training. The study also allowed to establish possible links to a threeteaching models typology. Beside a coherent model to teaching by transmission and reception of knowledge, also points near the constructivist framework model and a mixed model. The degree of consistency in the responses observed is variable, because it is relatively high for the traditional framework and only partial in the case of constructivist framework. This suggests a limited consolidation of this model in that part of the sample that seems to support ideas based on the constructivist approach.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de GranadaEste trabajo forma parte de un proyecto de innovación y mejora de la calidad docente, desarrollado en sucesivas fases y en subproyectos parciales, que han contado con la ayuda del Vicerrectorado de Planificación y Calidad Educativa de la Universidad de Córdoba

Natural history of patients with venous thromboembolism and hereditary hemorrhagic telangiectasia. Findings from the RIETE registry

Background: Limited data exist about the clinical presentation, ideal therapy and outcomes of patients with hereditary hemorrhagic telangiectasia (HHT) who develop venous thromboembolism (VTE). Methods: We used the data in the RIETE Registry to assess the clinical characteristics, therapeutic approaches and clinical outcomes during the course of anticoagulant therapy in patients with HHT according to initial presentation as pulmonary embolism (PE) or deep venous thrombosis (DVT). Results: Of 51,375 patients with acute VTE enrolled in RIETE from February 2009 to January 2019, 23 (0.04%) had HHT: 14 (61%) initially presented with PE and 9 (39%) with DVT alone. Almost half (47.8%) of the patients with VTE had a risk factor for VTE. Most PE and DVT patients received low-molecular-weight heparin for initial (71 and 100%, respectively) and long-term therapy (54 and 67%, respectively). During anticoagulation for VTE, the rate of bleeding events (major 2, non-major 6) far outweighed the rate of VTE recurrences (recurrent DVT 1): 50.1 bleeds per 100 patient-years (95%CI: 21.6-98.7) vs. 6.26 recurrences (95%CI: 0.31-30.9; p = 0.020). One major and three non-major bleeding were epistaxis. No patient died of bleeding. One patient died shortly after being diagnosed with acute PE. Conclusions: During anticoagulation for VTE in HHT patients, there were more bleeding events than VTE recurrences. Most bleeding episodes were non-major epistaxis