El experimento del efecto fotoeléctrico para la comprensión del concepto de cuantización de la energía de la radiación

The research attempts to answer questions such as: What are the conceptions from physics teachers who work in the engineering faculty on the use of Open Educational Resources (OER)? This article focuses on revealing the conceptions from physics teachers working in the engineering faculty in relation to OER. Methodologically the project has a qualitative and a quantitative component; This article is the result of a qualitative and interpretative phase from extensive interviews with active teachers, who offer physics courses in engineering careers in higher education institutions public or private; interviews were conducted from elicitor situations that emerge on the categories from the literature review (cultural artefact, Learning environment, social-scientific, technical and technological). The interviews interpretation suggests that there are conceptions of laboratory reality and its relationship with models, they do consider that this reality may be far from the models when experiments are discussed through simulations (which can be misleading). Conclusions point out that mathematics is the most important in the construction and reconstruction of physical models, although not unanimously mediation; infers that can be incorporated as complementary elements OER mediation possible a spectrum of educational options in teaching physics.El presente estudio se inscribe en el marco de las investigaciones sobre la enseñanza de la física. La pregunta que lo orientó fue: ¿de qué manera una propuesta de aula, basada en el experimento del efecto fotoeléctrico, ayuda a los aspirantes a profesores de física, de la Universidad Pedagógica Nacional, a ampliar sus comprensiones sobre el concepto de cuantización de la energía de la radiación? La construcción del marco teórico se desarrolló, por una parte, con las ideas científicas sobre la cuantización de la energía y, por otra, con las propuestas pedagógicas de la enseñanza para la comprensión. Esta propuesta pedagógica estuvo guiada por la mirada investigativa de la metodología del estudio basado en diseño, tomando como principal elemento el uso de herramientas de aprendizaje tales como las tareas de predecir, experimentar y explicar (PEE). Se encontró que dichas tareas fortalecieron las comprensiones iniciales de los estudiantes sobre dicho concepto, en tanto que ellos enriquecieron y transformaron de manera progresiva sus modelos e ideas científicas, fomentando aspectos del trabajo científico en el desarrollo de la curiosidad, la imaginación y la motivación

Immunoglobulin, glucocorticoid, or combination therapy for multisystem inflammatory syndrome in children: a propensity-weighted cohort study.

BACKGROUND: Multisystem inflammatory syndrome in children (MIS-C), a hyperinflammatory condition associated with SARS-CoV-2 infection, has emerged as a serious illness in children worldwide. Immunoglobulin or glucocorticoids, or both, are currently recommended treatments. METHODS: The Best Available Treatment Study evaluated immunomodulatory treatments for MIS-C in an international observational cohort. Analysis of the first 614 patients was previously reported. In this propensity-weighted cohort study, clinical and outcome data from children with suspected or proven MIS-C were collected onto a web-based Research Electronic Data Capture database. After excluding neonates and incomplete or duplicate records, inverse probability weighting was used to compare primary treatments with intravenous immunoglobulin, intravenous immunoglobulin plus glucocorticoids, or glucocorticoids alone, using intravenous immunoglobulin as the reference treatment. Primary outcomes were a composite of inotropic or ventilator support from the second day after treatment initiation, or death, and time to improvement on an ordinal clinical severity scale. Secondary outcomes included treatment escalation, clinical deterioration, fever, and coronary artery aneurysm occurrence and resolution. This study is registered with the ISRCTN registry, ISRCTN69546370. FINDINGS: We enrolled 2101 children (aged 0 months to 19 years) with clinically diagnosed MIS-C from 39 countries between June 14, 2020, and April 25, 2022, and, following exclusions, 2009 patients were included for analysis (median age 8·0 years [IQR 4·2-11·4], 1191 [59·3%] male and 818 [40·7%] female, and 825 [41·1%] White). 680 (33·8%) patients received primary treatment with intravenous immunoglobulin, 698 (34·7%) with intravenous immunoglobulin plus glucocorticoids, 487 (24·2%) with glucocorticoids alone; 59 (2·9%) patients received other combinations, including biologicals, and 85 (4·2%) patients received no immunomodulators. There were no significant differences between treatments for primary outcomes for the 1586 patients with complete baseline and outcome data that were considered for primary analysis. Adjusted odds ratios for ventilation, inotropic support, or death were 1·09 (95% CI 0·75-1·58; corrected p value=1·00) for intravenous immunoglobulin plus glucocorticoids and 0·93 (0·58-1·47; corrected p value=1·00) for glucocorticoids alone, versus intravenous immunoglobulin alone. Adjusted average hazard ratios for time to improvement were 1·04 (95% CI 0·91-1·20; corrected p value=1·00) for intravenous immunoglobulin plus glucocorticoids, and 0·84 (0·70-1·00; corrected p value=0·22) for glucocorticoids alone, versus intravenous immunoglobulin alone. Treatment escalation was less frequent for intravenous immunoglobulin plus glucocorticoids (OR 0·15 [95% CI 0·11-0·20]; p<0·0001) and glucocorticoids alone (0·68 [0·50-0·93]; p=0·014) versus intravenous immunoglobulin alone. Persistent fever (from day 2 onward) was less common with intravenous immunoglobulin plus glucocorticoids compared with either intravenous immunoglobulin alone (OR 0·50 [95% CI 0·38-0·67]; p<0·0001) or glucocorticoids alone (0·63 [0·45-0·88]; p=0·0058). Coronary artery aneurysm occurrence and resolution did not differ significantly between treatment groups. INTERPRETATION: Recovery rates, including occurrence and resolution of coronary artery aneurysms, were similar for primary treatment with intravenous immunoglobulin when compared to glucocorticoids or intravenous immunoglobulin plus glucocorticoids. Initial treatment with glucocorticoids appears to be a safe alternative to immunoglobulin or combined therapy, and might be advantageous in view of the cost and limited availability of intravenous immunoglobulin in many countries. FUNDING: Imperial College London, the European Union's Horizon 2020, Wellcome Trust, the Medical Research Foundation, UK National Institute for Health and Care Research, and National Institutes of Health

Construction of explanations on the quantization of the energy of the atom from the study of spectroscopy in high school.

Esta investigación contiene los hallazgos sobre la enseñanza del concepto de cuantización de la energía del átomo en la escuela secundaria a partir de la implementación de actividades experimentales en torno del estudio del fenómeno de los espectros de los átomos. Su análisis busca evidenciar los aspectos que desde la experiencia con el fenómeno permiten a los estudiantes construir explicaciones considerando para ello la perspectiva fenomenológica. Entendiendo que los estudiantes pueden construir explicaciones acerca del fenómeno y que estas pueden estar condicionadas por las formas de pensamiento clásicas que se enseñan en la física. Uno de los principales condicionamientos para estudiar el fenómeno de la cuantización de la energía está asociada con los modos de pensar clásicos, el cual ha imperado por varios siglos y con la aparición de la mecánica cuántica ha sido transformada por la idea de la discretización la energía dando lugar al surgimiento de una nueva teoría atómica y al pensamiento no causal.Universidad Pedagógica NacionalMagister en Docencia de las Ciencias NaturalesMaestríaThis research contains the findings on the teaching of the concept of quantization of the energy of the atom in high school from the implementation of experimental activities around the study of the phenomenon of the spectra of atoms. His analysis seeks to highlight the aspects that from experience with the phenomenon allow students to build explanations considering the phenomenological perspective. Understanding that students can build explanations about the phenomenon and that these can be conditioned by the classical ways of thinking that are taught in physics. One of the main conditions to study the phenomenon of energy quantization is associated with classical ways of thinking, which has prevailed for several centuries and with the appearance of quantum mechanics has been transformed by the idea of ​​energy discretization. leading to the emergence of a new atomic theory and non-causal thinking

Photoelectric effect experiment for understanding the concept of quantization of Radiation energy

El presente estudio se inscribe en el marco de las investigaciones sobre la enseñanza de la física. La pregunta que lo orientó fue: ¿de qué manera una propuesta de aula, basada en el experimento del efecto fotoeléctrico, ayuda a los aspirantes a profesores de física, de la Universidad Pedagógica Nacional, a ampliar sus comprensiones sobre el concepto de cuantización de la energía de la radiación? La construcción del marco teórico se desarrolló, por una parte, con las ideas científicas sobre la cuantización de la energía y, por otra, con las propuestas pedagógicas de la enseñanza para la comprensión. Esta propuesta pedagógica estuvo guiada por la mirada investigativa de la metodología del estudio basado en diseño, tomando como principal elemento el uso de herramientas de aprendizaje tales como las tareas de predecir, experimentar y explicar (PEE). Se encontró que dichas tareas fortalecieron las comprensiones iniciales de los estudiantes sobre dicho concepto, en tanto que ellos enriquecieron y transformaron de manera progresiva sus modelos e ideas científicas, fomentando aspectos del trabajo científico en el desarrollo de la curiosidad, la imaginación y la motivación.The research attempts to answer questions such as: What are the conceptions from physics teachers who work in the engineering faculty on the use of Open Educational Resources (OER)? This article focuses on revealing the conceptions from physics teachers working in the engineering faculty in relation to OER. Methodologically the project has a qualitative and a quantitative component; This article is the result of a qualitative and interpretative phase from extensive interviews with active teachers, who offer physics courses in engineering careers in higher education institutions public or private; interviews were conducted from elicitor situations that emerge on the categories from the literature review (cultural artefact, Learning environment, social-scientific, technical and technological). The interviews interpretation suggests that there are conceptions of laboratory reality and its relationship with models, they do consider that this reality may be far from the models when experiments are discussed through simulations (which can be misleading). Conclusions point out that mathematics is the most important in the construction and reconstruction of physical models, although not unanimously mediation; infers that can be incorporated as complementary elements OER mediation possible a spectrum of educational options in teaching physics

Photoelectric effect experiment for understanding the concept of quantization of radiation energy

This study forms part of research on the teaching of physics. The question that directed it was: How a proposed classroom, based on the photoelectric effect experiment helps pres-service teachers of physics of the Universidad Pedagógica Nacional to expand their understanding of the concept of quantization energy of radiation? The construction of the theoretical framework developed on the one hand, with scientific ideas about the quantization of energy, and moreover, with the educational proposals of teaching for understanding. This pedagogical approach was guided by the investigative gaze of the study methodology based on design, taking as main element the use of learning tools such as the task to Predict, Experiment and Explain (PEE). It was found that these tasks fomented the initial understandings of students about the concept, while they enriched and transformed progressively their models and scientific ideas, promoting aspects of scientific work in developing curiosity, imagination and motivation

XX Semana de la Enseñanza de la Física

25 a 29 de septiembre de 2017Facultad de Ciencias y EducaciónProyecto Curricular de Licenciatura en FísicaUniversidad Distrital Francisco José de Calda