Construcción de modelos científicos escolares sobre fenómenos electrostáticos con estudiantes de secundaria

A partir de la definición de Modelo Científico de Gutiérrez (2014), elaboramos un Modelo Científico Escolar de Arribo (MCEA) -que actúa como referente para diseñar y validar una secuencia didáctica (SD)-, y que nos permite tener elementos para promover la modelización de fenómenos de la ciencia con interés educativo -en este caso: la electrostática-. El diseño de esta SD se fundamenta desde una perspectiva epistemológica (Giere, 2004), y se complementa con una visión ontológica (Gutiérrez, 2005). Al aplicar la SD, conocimos los modelos científicos escolares que un grupo de 37 estudiantes de secundaria (13-14 años de edad) construyeron en el aula y la aproximación que tuvieron con nuestro referente propuesto (MCEA); resultados aquí discutidos

NWCSAF/High Resolution Winds AMV Software for Geostationary and Polar satellites Status in 2023

Ponencias presentadas en: 16th International Winds Workshop celebradas Montreal, Canadá, del 8-12 de mayo de 2023.The High Resolution Winds (NWC/GEO-HRW) software is developed by the EUMETSAT Satellite Application Facility on Support to Nowcasting and Very Short Range Forecasting (NWCSAF). It is part of a stand-alone software package for the calculation of meteorological products with geostationary satellite data (NWC/GEO). NWCSAF High Resolution Winds provides a detailed calculation of Atmospheric Motion Vectors (AMVs) and Trajectories, locally and in near real time, using as input geostationary satellite image data, NWP model data, and OSTIA sea surface temperature data. The whole NWC/GEO software package can be obtained after registration at the NWCSAF Helpdesk, www.nwcsaf.org, where users also find support and help for its use. NWC/GEO v2018.1 software version, available since autumn 2019, is able to process MSG, Himawari-8/9, GOES-N, and GOES-R satellite series images, so that AMVs and trajectories can be calculated all throughout the planet Earth with the same algorithm and quality. Considering other equivalent meteorological products, in the ‘2014 and 2018 AMV Intercomparison Studies’ NWCSAF High Resolution Winds compared very positively with six other AMV algorithms for both MSG and Himawari-8/9 satellites. Finally, the Coordination Group for Meteorological Satellites (CGMS) recognized in its ‘2012 Meeting Report’: (1) NWCSAF High Resolution Winds fulfills the requirements to be a portable stand-alone AMV calculation software due to its easy installation and usability. (2) It has been successfully adopted by some CGMS members and serves as an important tool for development. It is modular, well documented, and well suited as stand-alone AMV software. (3) Although alternatives exist as portable stand-alone AMV calculation software, they are not as advanced in terms of documentation and do not have an existing Helpdesk

Diseño de una estrategia didactica para propiciar el cambio conceptual sobre electrostatica en alumnos de secundaria

Muchos especialistas en didáctica de las ciencias se han cuestionado cuáles son las causas por las que los alumnos piensan que aprender ciencias es difícil y por qué enfrentan dicha dificultad. Algunos se han enfocado, en primer lugar, no al cómo se enseña ciencias, sino cómo aprenden los sujetos; encontrando que aprenden construyendo su propio conocimiento. Se presenta un proyecto donde se diseñó y probó una estrategia didáctica, para transformar las ideas previas de los alumnos de secundaria sobre electrostática, utilizando un enfoque del cambio conceptual que toma como punto de partida a la posición constructivista, y además nos muestra las dificultades de aprendizaje que tienen los alumnos acerca de este tema

Dispositivos teórico-metodológicos para el diseño, desarrollo y evaluación de estrategias didácticas

Presentamos y discutimos un conjunto de estrategias didácticas (ED) en forma detesis, elaboradas por estudiantes de la Maestría en Desarrollo Educativo en laUniversidad Pedagógica Nacional. Ello responde a la crisis existente en laenseñanza y aprendizaje de las ciencias en México, por lo que optamos seguiresta línea de investigación para buscar una mejor manera de enseñar y aprenderciencias

Modelos Iniciales de Estudiantes de secundaria sobre Fenómenos Electrostáticos

Este trabajo gira en torno a la construcción de Modelos Escolares en el aula, donde aplicamos una secuencia didáctica (SD) a un grupo de 28 estudiantes de una escuela pública de secundaria (13-14 años de edad). La SD se fundamenta en una perspectiva epistemológica (Giere, 2004), y se complementa con una visión ontológica (Gutiérrez, 2005). También adoptamos la definición de Modelo de Gutiérrez (2014) y, a partir de ahí, elaboramos un Modelo Científico Escolar de Arribo (MCEA) -que actúa como referente para diseñar y validar la SD-, y que nos permite tener elementos para promover la modelización en fenómenos de la ciencia con interés educativo -en este caso: la electrostátic

Construcción de modelos científicos escolares sobre fenómenos electrostáticos con estudiantes de secundaria

A partir de la definición de Modelo Científico de Gutiérrez (2014), elaboramos un Modelo Científico Escolar de Arribo (MCEA) -que actúa como referente para diseñar y validar una secuencia didáctica (SD)-, y que nos permite tener elementos para promover la modelización de fenómenos de la ciencia con interés educativo -en este caso: la electrostática-. El diseño de esta SD se fundamenta desde una perspectiva epistemológica (Giere, 2004), y se complementa con una visión ontológica (Gutiérrez, 2005). Al aplicar la SD, conocimos los modelos científicos escolares que un grupo de 37 estudiantes de secundaria (13-14 años de edad) construyeron en el aula y la aproximación que tuvieron con nuestro referente propuesto (MCEA); resultados aquí discutidos

Cognitive reserve is associated with the functional organization of brain networks in healthy aging: a MEG study

The proportion of elderly people in the population has increased rapidly in the last century and consequently "healthy aging" is expected to become a critical area of research in neuroscience. Evidence reveals how healthy aging depends on three main behavioral factors: social lifestyle, cognitive activity and physical activity. In this study, we focused on the role of cognitive activity, concentrating specifically on educational and occupational attainment factors, which were considered two of the main pillars of cognitive reserve. 21 subjects with similar rates of social lifestyle, physical and cognitive activity were selected from a sample of 55 healthy adults. These subjects were divided into two groups according to their level of cognitive reserve; one group comprised subjects with high cognitive reserve (9 members) and the other contained those with low cognitive reserve (12 members). To evaluate the cortical brain connectivity network, all participants were recorded by Magnetoencephalography (MEG) while they performed a memory task (modified version of the Sternberg¿s Task). We then applied two algorithms (Phase Locking Value & Phase-Lag Index) to study the dynamics of functional connectivity. In response to the same task, the subjects with lower cognitive reserve presented higher functional connectivity than those with higher cognitive reserve. These results may indicate that participants with low cognitive reserve needed a greater 'effort' than those with high cognitive reserve to achieve the same level of cognitive performance. Therefore, we conclude that cognitive reserve contributes to the modulation of the functional connectivity patterns of the aging brain

Focal accumulation of aromaticity at the CDRH3 loop mitigates 4E10 polyreactivity without altering its HIV neutralization profile

Broadly neutralizing antibodies (bnAbs) against HIV-1 are frequently associated with the presence of autoreactivity/polyreactivity, a property that can limit their use as therapeutic agents. The bnAb 4E10, targeting the conserved Membrane proximal external region (MPER) of HIV-1, displays almost pan-neutralizing activity across globally circulating HIV-1 strains but exhibits nonspecific off-target interactions with lipid membranes. The hydrophobic apex of the third complementarity-determining region of the heavy chain (CDRH3) loop, which is essential for viral neutralization, critically contributes to this detrimental effect. Here, we have replaced the aromatic/hydrophobic residues from the apex of the CDRH3 of 4E10 with a single aromatic molecule through chemical modification to generate a variant that preserves the neutralization potency and breadth of 4E10 but with reduced autoreactivity. Collectively, our study suggests that the localized accumulation of aromaticity by chemical modification provides a pathway to ameliorate the adverse effects triggered by the CDRH3 of anti-HIV-1 MPER bnAbs.This study was supported by the following Grants: European Commission (790012 SI H2020-MSCA-IF-2017) (E.R.); US NIAID, NIH grant R01 AI143563 (M.B. Z.); James B. Pendleton Charitable Trust (M.B.Z.); JSPS grant 20H03228 (J. M.M.C.); Spanish MCIU (RTI2018-095624-B-C21; MCIU/AEI/FEDER, UE) (J.L.N.), Basque Government (IT1196-19) (J.L.N.). C.E. acknowledges funding from Medical Research Council (grant number MC_UU_12010/unit programs G0902418 and MC_UU_12025), Wolfson Foundation, Deutsche Forschungsgemeinschaft (Excellence Cluster Balance of the Microverse, Collaborative Research Center 1278 Polytarget), Leibniz Association (Leibniz Campus Infectooptics), Wellcome Institutional Strategic Support Fund, Oxford internal funds (EPA Cephalosporin Fund and John Fell Fund), and support from the Micron Oxford Advanced Bioimaging Unit (Wellcome Trust funding 107457/Z/15/Z). This work was also supported by the Platform Project for Supporting Drug Discovery and Life Science Research [Basis for Supporting Innovative Drug Discovery and Life Science Research (BINDS)] from AMED (JP21am0101091). S.I. received a predoctoral fellowship from the BasqueGovernment. P.C. would like to acknowledge the University of the Basque Country (DOCREC18/01), the Basque Government (POS_2018_1_0066) and the European Commission (H2020-MSCA-IF-2019-ST project 892232 FILM-HIV) for funding his position. This research was also supported by the CIFAR Azrieli Global Scholar program (J-P.J.), the Ontario Early Researcher Awards program (J-P.J.), and the Canada Research Chairs program (J-P.J.). Part of the biophysical data presented in this manuscript were collected at the Hospital for Sick Children Structural & Biophysical Core facility supported by the Canada Foundation for Innovation and Ontario Research Fund

Diseño de una estrategia didáctica para propiciar el cambio conceptual sobre electrostática en alumnos de secundaria

Maestría en Desarrollo Educativo en la Línea de Enseñanza de las Ciencias Naturale

Propuesta de modelización para abordar los fenómenos electrostáticos en alumnos de secundaria

We present how the idea of scientific model, from a semanticist epistemology, can be used to guide the design, development and validation of teaching and learning strategies under a models and modeling approach, taking as reference -shaped as a guiding hypothesis- a construct called Scientific School Arrival Model (MCEA1 ). We indicate how such reference is elaborated, from which we derive criteria for designing the teaching sequence that allow juniorschool students (13-14 years) to model electrostatic phenomena in the classroom. Thus, we can evaluate science school models build in the classroom compared with MCEA; allowing the possibility to test them and making them part of the curriculum as plausible targets to be achieved. We outline as well a didactic sequence based on the use of MCEA, which seeks to undertake school science activities, use devices, design test and develop cognitive skills -based in the definition of model used- that allow the students to greater understanding of these phenomena; achieving such understanding by constructing models during the teaching and learning sequence with the use of imagining, putting arguments in place and predicting those phenomena taken on board.Presentamos cómo la idea de modelo científico, proveniente de una epistemología semanticista, puede ser utilizada para orientar el diseño, desarrollo y validación de estrategias didácticas, teniendo como referente -en forma de hipótesis directriz- un constructo llamado Modelo Científico Escolar de Arribo (MCEA). Indicamos cómo se elabora dicho referente, de donde derivamos criterios para diseñar la secuencia didáctica que lleve a estudiantes de secundaria (13-14 años) a modelizar fenómenos electrostáticos en el salón de clases. Así, podremos evaluar los modelos escolares que los estudiantes logran construir en el aula comparándolos con el MCEA, y de esta manera, constituirlos en parte del currículo como metas plausibles de alcanzar. Esta secuencia didáctica, fundamentada en el MCEA, busca llevar al cabo actividades científicas escolares: utilizar dispositivos, diseñar pruebas y desarrollar habilidades cognitivas, donde se fortalezca la comprensión de fenómenos; logrando la construcción de modelos durante la secuencia con el uso de la imaginación para elaborar explicaciones, la argumentación y la predicción de los fenómenos naturales abordados