12 research outputs found

    The plants approach in textbooks of Science in elementary education

    Get PDF
    Se describen y analizan los resultados de un estudio sobre las plantas en los libros de texto de Conocimiento del Medio de tercer y cuarto curso de educación primaria (escolares de 8-10 años). Concretamente: ¿qué deben conocer los niños sobre las plantas?; ¿qué características generales siguen los libros en el planteamiento del tema?; ¿cómo es el tratamiento de los contenidos de conceptos, procedimientos y actitudes sobre plantas?; y ¿cuáles son los objetivos de las actividades de aprendizaje que presentan? Los resultados mostraron que las plantas son muy importantes en la educación primaria; sin embargo, los libros examinados no enseñan a los escolares a analizar la realidad vegetal, y muy poco a aplicar los conocimientos en su vida cotidiana; y presentan algunos conceptos confusos (por ej., nutrición, alimentación, respiración y reproducción sexual). Este estudio proporciona indicadores que pueden ayudar a los docentes para analizar y discutir la adecuación de los libros de texto al currículum vigente.This paper describes and analyzes the results of a study on the topic “plants” in Science textbooks for 3rd and 4th Grade of primary education (ages 8-10). Specifically on the following questions: What should children know about plants? What general characteristics do textbooks follow in their approach to the topic? How is the content of concepts, procedures and attitudes towards plants treated? And what are the objectives of the learning activities presented in the book? The results showed that plants are very important in primary education; however, the textbooks examined do not teach children to analyze the reality of plants and very little to implement the knowledge in their daily lives; and some concepts are confusing (e.g. nutrition, feeding, respiration, and sexual reproduction in plants). This study provides indicators that can help teachers to analyze and discuss the adaptation of textbooks to the current curriculum.24 página

    Las plantas en los libros de Conocimiento del Medio de 2º ciclo de Primaria

    Get PDF
    This paper describes and analyzes the results of a study on the topic “plants” in Science textbooks for 3rd and 4th Grade of primary education (ages 8-10). Specifically on the following questions: What should children know about plants? What general characteristics do textbooks follow in their approach to the topic? How is the content of concepts, procedures and attitudes towards plants treated? And what are the objectives of the learning activities presented in the book? The results showed that plants are very important in primary education; however, the textbooks examined do not teach children to analyze the reality of plants and very little to implement the knowledge in their daily lives; and some concepts are confusing (e.g. nutrition, feeding, respiration, and sexual reproduction in plants). This study provides indicators that can help teachers to analyze and discuss the adaptation of textbooks to the current curriculum.Se describen y analizan los resultados de un estudio sobre las plantas en los libros de texto de Conocimiento del Medio de tercer y cuarto curso de educación primaria (escolares de 8-10 años). Concretamente: ¿qué deben conocer los niños sobre las plantas?; ¿qué características generales siguen los libros en el planteamiento del tema?; ¿cómo es el tratamiento de los contenidos de conceptos, procedimientos y actitudes sobre plantas?; y ¿cuáles son los objetivos de las actividades de aprendizaje que presentan? Los resultados mostraron que las plantas son muy importantes en la educación primaria; sin embargo, los libros examinados no enseñan a los escolares a analizar la realidad vegetal, y muy poco a aplicar los conocimientos en su vida cotidiana; y presentan algunos conceptos confusos (por ej., nutrición, alimentación, respiración y reproducción sexual). Este estudio proporciona indicadores que pueden ayudar a los docentes para analizar y discutir la adecuación de los libros de texto al currículum vigente.Palabras clave: Educación primaria; Enseñanza de Ciencias Naturales; Libros de texto; Plantas.The plants approach in textbooks of Science in elementary education This paper describes and analyzes the results of a study on the topic “plants” in Science textbooks for 3rd and 4th Grade of primary education (ages 8-10). Specifically on the following questions: What should children know about plants? What general characteristics do textbooks follow in their approach to the topic? How is the content of concepts, procedures and attitudes towards plants treated? And what are the objectives of the learning activities presented in the book? The results showed that plants are very important in primary education; however, the textbooks examined do not teach children to analyze the reality of plants and very little to implement the knowledge in their daily lives; and some concepts are confusing (e.g. nutrition, feeding, respiration, and sexual reproduction in plants). This study provides indicators that can help teachers to analyze and discuss the adaptation of textbooks to the current curriculum.Keywords: Natural sciences teaching; Plants; Primary education; Textbooks

    Catalytic C-H functionalization of aromatic nitrogen compounds directed by the 2-pyridylsulfonyl group

    Full text link
    Tesis doctoral inédita, leída en Universidad Autónoma de Madrid, Facultad de Ciencias, Departamento de Química Orgánica. Fecha de lectura: 23/07/201

    Las plantas en los libros de Conocimiento del Medio de 2o ciclo de primaria

    No full text
    Se describen y analizan los resultados de un estudio sobre las plantas en los libros de texto de Conocimiento del Medio de tercer y cuarto curso de educación primaria (escolares de 8-10 años). Concretamente: ¿qué deben conocer los niños sobre las plantas?; ¿qué características generales siguen los libros en el planteamiento del tema?; ¿cómo es el tratamiento de los contenidos de conceptos, procedimientos y actitudes sobre plantas?; y ¿cuáles son los objetivos de las actividades de aprendizaje que presentan? Los resultados mostraron que las plantas son muy importantes en la educación primaria; sin embargo, los libros examinados no enseñan a los escolares a analizar la realidad vegetal, y muy poco a aplicar los conocimientos en su vida cotidiana; y presentan algunos conceptos confusos (por ej., nutrición, alimentación, respiración y reproducción sexual). Este estudio proporciona indicadores que pueden ayudar a los docentes para analizar y discutir la adecuación de los libros de texto al currículum vigente

    Pd<sup>II</sup>-Catalyzed Di‑<i>o</i>‑olefination of Carbazoles Directed by the Protecting <i>N</i>‑(2-Pyridyl)sulfonyl Group

    No full text
    Despite the significance of carbazole in pharmacy and material science, examples of the direct C–H functionalization of this privileged unit are quite rare. The <i>N</i>-(2-pyridyl)sulfonyl group enables the Pd<sup>II</sup>-catalyzed <i>ortho</i>-olefination of carbazoles and related systems, acting as both a directing and readily removable protecting group. This method features ample structural versatility, affording typically the double <i>ortho</i>-olefination products (at C1 and C8) in satisfactory yields and complete regiocontrol. The application of this procedure to related heterocyclic systems, such as indoline, is also described

    The repurposing of Tebipenem pivoxil as alternative therapy for severe gastrointestinal infections caused by extensively drug-resistant Shigella spp.

    No full text
    BACKGROUND: Diarrhoea remains one of the leading causes of childhood mortality globally. Recent epidemiological studies conducted in low-middle income countries (LMICs) identified Shigella spp. as the first and second most predominant agent of dysentery and moderate diarrhoea, respectively. Antimicrobial therapy is often necessary for Shigella infections; however, we are reaching a crisis point with efficacious antimicrobials. The rapid emergence of resistance against existing antimicrobials in Shigella spp. poses a serious global health problem. METHODS: Aiming to identify alternative antimicrobial chemicals with activity against antimicrobial resistant Shigella, we initiated a collaborative academia-industry drug discovery project, applying high-throughput phenotypic screening across broad chemical diversity and followed a lead compound through in vitro and in vivo characterisation. RESULTS: We identified several known antimicrobial compound classes with antibacterial activity against Shigella. These compounds included the oral carbapenem Tebipenem, which was found to be highly potent against broadly susceptible Shigella and contemporary MDR variants for which we perform detailed pre-clinical testing. Additional in vitro screening demonstrated that Tebipenem had activity against a wide range of other non-Shigella enteric bacteria. Cognisant of the risk for the development of resistance against monotherapy, we identified synergistic behaviour of two different drug combinations incorporating Tebipenem. We found the orally bioavailable prodrug (Tebipenem pivoxil) had ideal pharmacokinetic properties for treating enteric pathogens and was effective in clearing the gut of infecting organisms when administered to Shigella-infected mice and gnotobiotic piglets. CONCLUSIONS: Our data highlight the emerging antimicrobial resistance crisis and shows that Tebipenem pivoxil (licenced for paediatric respiratory tract infections in Japan) should be accelerated into human trials and could be repurposed as an effective treatment for severe diarrhoea caused by MDR Shigella and other enteric pathogens in LMICs. FUNDING: Tres Cantos Open Lab Foundation (projects TC239 and TC246), the Bill and Melinda Gates Foundation (grant OPP1172483) and Wellcome (215515/Z/19/Z)
    corecore