El pensamiento crítico en la teoría educativa contemporánea

En este ensayo se reflexiona sobre el lugar que ocupa el pensamiento crítico en la teoría educativa contemporánea. Para lograrlo, se parte de establecer una definición sobre la noción de pensamiento crítico, con el fin de analizar hasta qué punto las corrientes de la teoría educativa crítica y la pedagogía crítica incorporan esta forma particular de razonamiento. Finalmente se plantean algunas limitaciones que poseen el pensamiento crítico y a la educación crítica, con el fin de contribuir al debate contemporáneo sobre esta forma de razonamiento This essay presents a discussion about the place of the critical thought within the contemporary educational theory. It states a definition on the category known as critical thought, in order to analyze how critical educational theory and critical pedagogy, fit in the critical thought concept. Finally, it argues on the limits and critics to the critical thought and critical education, with the purpose of give a contribution to the contemporary debates on this particular way of thinking

Apuntes sobre epistemología e investigación en la enseñanza de los Estudios Sociales

Este ensayo analiza el concepto de estudios sociales contrastándolo con la noción conceptual denominada didáctica de las ciencias sociales, esto con el fin de observar las particularidades de cada categoría. Posteriormente, se plantea un esbozo de epistemología aplicada al campo de los Estudios Sociales, con el objetivo de repensar la construcción de objetos de investigación y de conocimiento en este campo. Por último, se reflexiona sobre la posibilidad de establecer orientaciones o líneas de investigación que sistematicen de alguna manera los procesos investigativos en la enseñanza de los estudios sociales

favorece la infección por nosema ceranae y altera la expresión de genes involucrados en inmunidad humoral

Tesis (Magíster en Biotecnología)La disminución de la población de la abeja europea, Apis melífera, es un problema global. Numerosos factores aparecen como potenciales causas y se cree que una combinación de estos agentes contribuye con la pérdida de las abejas. Dentro de esos factores se encuentran la exposición no intencional de pesticidas contra plagas de la agricultura, siendo imidacloprid, un pesticida de la familia de los neonicotinoides, uno de los más tóxicos que se aplican en los cultivos agrícolas. Por otro lado, uno de los patógenos más importantes asociado a la desaparición de las abejas y presente en Chile es Nosema ceranae, un patógeno intracelular obligado formador de esporas que disminuye la vida media de las abejas. El objetivo del estudio fue evaluar in vitro, si existe un efecto sinérgico entre la exposición oral a imidacloprid y la infección con N. ceranae en A. mellifera, a través del registro de la sobrevida, el grado de infección y la expresión de genes relacionados con inmunidad individual humoral en abejas adultas. Se evaluó, a los 4 y 7 días post infección (dpi), el grado de infección de N. ceranae y los niveles de expresión de genes involucrados en la respuesta inmune (abaecina, defensina-2 e himenoptaecina), estos fueron medidos por análisis de qPCR, mientras que la sobrevida fue analizada diariamente. Para esto, abejas adultas fueron expuestas el tercer día de vida a una dosis subletal de 150 y 300 ppb de imidacloprid y a los dos días post exposición, se infectaron con 120.000 esporas de N. ceranae. Los resultados muestran que la sobrevida de las abejas expuestas a 150 ppb de imidacloprid e infectadas con N. ceranae, disminuyó en un 18% y 37% a los 4 y 7 dpi, mientras que, en abejas expuestas a 300 ppb e infectadas, la sobrevida disminuyó en un 60% y 85% a los 4 y 7 dpi. Junto con ello, se registró un aumento significativo en el grado de infección por N. ceranae en abejas expuestas a 150 ppb de imidacloprid, alcanzando las 180.000 y 300.000 esporas/abeja a los 4 y 7 dpi. Los niveles de expresión para los genes abaecina, defensina-2 e himenoptaecina, disminuyeron significativamente a los 4 dpi en abejas expuestas previamente al pesticida (150 ppb) e infectadas, esta inhibición se mantienes a los 7 dpi, al compararlo con el control de infección. Los resultados muestran que entre la exposición a dosis subletales de imidacloprid y la infección por N. ceranae, se genera un efecto sinérgico en la mortalidad de A. melífera. Lo anterior podría ser explicado porque tras la exposición al pesticida se produce una inhibición en la expresión de genes que codifican para síntesis de péptidos antimicrobianos, lo que favorecería el aumento en los niveles de infección por N. ceranae. Esto 7 puede ayudar a entender de mejor forma la potencial contribución de estos factores en el despoblamiento de las abejas.The decline of the European honey bee, Apis mellifera, is a global concern. Several factors appear as potential causes and it is believe that a combination of these factors contribute to honey bee loss. One of these factors is the unintentional exposure to pesticides, being imidacloprid one of the most toxic neonicotinoid pesticides, applied in agricultural crops. On the other hand, one of the most important pathogens associated with honey bee loss described in Chile is Nosema ceranae, an intracellular obligate spore-forming pathogen, which decrease the half-live of bees. The aim of this thesis was to evaluate in vitro the synergistic effect between sub-lethal oral exposition to imidacloprid and Nosema ceranae infections in A. mellifera, through the recording of survival, grade of infection and expression of genes related to individual humoral immunity in adult bees. At 4 and 7 days post infection the genes expression level related to immune response (abaecin, defensin-2 and hymenoptaecin) were quantified by q-PCR analysis, the level of N. ceranae infection was also assessed and survivorship was observed daily. For this, adults honey bees at 3 days post emergence (dpe) were exposed to imidacloprid 150 and 300 ppb and at 5 dpe were infected with 120,000 N. ceranae spores. The results show that the honey bees exposed to imidacloprid (150 ppb) and infected with N. ceranae, decreased in a 18% and 37% their survival at 4 and 7 dpi, while honey bees survival exposed to imidacloprid (300 ppb) and infected, decreased in a 60% and 85% at 4 and 7 dpi respectively. Along with it, a significant increase in the infection level was observed, reaching 180,000 and 300,000 spores/bee in honey bee exposed to imidacloprid 150 ppb at 4 and 7 dpi. The gene expression levels showed, a significant decrease for abaecin, defensin-2 and hymenoptaecin when honey bees were previously exposed to imidacloprid 150 ppb and inoculated, this inhibition is maintained at 7 dpi when compared to infection control. These findings demonstrate a synergistic effect between sub-lethal imidacloprid exposition and N. ceranae infection. This could be explained because after exposure to the pesticide there is an inhibition in the expression of genes coding for antimicrobial peptide synthesis, which would advantage the increase in N. ceranae infection levels. This could help better to understand the potential contribution of these factors to honey bee depopulation

The ASSET project as a training tool for energy transition

[EN] The ASSET project aims to provide a holistic and scalable solution for research, innovation and education by creating functional networks. These networks are intended to be created between energy companies, universities, training actors, energy and environmental authorities, policy makers and, more generally, citizens who are sensitive to environmental issues and the quality of energy transition processes. The ASSET project delivers the framework and the tools to create and share knowledge and competences needed to tackle the energy transition by supporting training. As a highlight of this approach to education, a strong interdisciplinary component oriented to social sciences is added in an area with an exclusive technological vocation. This transition seeks to push towards a low-carbon society in order to make the energy sector sustainable. To reach this goal, ASSET intends to strengthen the skills of sector operators, to cultivate new talents with multidisciplinary skills, and to intensify research and network industry. Therefore, the final target is to promote innovation and strengthen understanding of the importance of reducing carbon emissions. Over the course of the project, 23 learning graph models and more than 40 educational programs are being developed, in addition to a portfolio of challenges and case studies on the subject. The actors involved will be able to search for the programs available - online and on-campus - on the ASSET website and if a search is unsuccessful, a request can be sent for the creation of content necessary for their target market. The main tools that have been developed through the ASSET project are; the Learning Graph tool, the Marketplace tool and the EMMA platform. The Learning graph tool allows for the creation and sharing of learning structures, as well as the use of existing study materials. The Marketplace tool allows the searching through the available training offer, to request courses on demand, or to offer own training programmes. Finally, the EMMA platform offers a wide range of MOOC (Massive Online Open Courses), mainly in English and with the possibility of being translated into several languages. Universitat Politècnica València (UPV) is participating in the project as one of the academic actors that is developing courses and MOOCs in the area of Energy Storage. In this way, the UPV contributes to the identification of learning needs, the application of the ASSET method and tools to its teaching material, and the delivery of this teaching material. Specifically, the course being developed is called "Hydrogen as an Energy Vector". The course provides the fundamentals of hydrogen technology, using it to store energy and further develop the concept of its use as an energy vector. The course follows the blended format, combining online elements, through a MOOC (EMMA platform) and face-to-face teaching carried out at the university facilities. In the paper, we will present the main ASSET tools, the lessons learned in the development of course materials during the lifetime project and the analysis of the results of this experience.This work was supported by the European Commission though the project A Holistic And Scalable Solution For Research, Innovation And Education In Energy Transition (European Union's Horizon 2020 research and innovation programme under grant agreement number 837854).Zúñiga Saiz, P.; Sánchez-Diaz, C. (2021). The ASSET project as a training tool for energy transition. IATED Academy. 4354-4363. https://doi.org/10.21125/inted.2021.08884354436

La aplicación de la UVE heurística para mejorar el aprendizaje significativo de la biología en los estudiantes del cuarto grado de educación secundaria del C.E.P. Bruning. Trujillo

Esta investigación tiene como propósito mejorar el aprendizaje significativo utilizando la técnica de la UVE heurística o la de UVE de Gowin. Se analizan la variable independiente: La UVE heurística en la asignatura de Biología y la variable dependiente: Aprendizaje significativo de los estudiantes del 4to grado de secundaria del Centro educativo Privado Bruning de Trujillo. Se utiliza un diseño de contrastación: cuasi-experimental. La muestra está conformada por dos secciones del 4to grado. Uno de ellos constituye el grupo control y el otro el grupo experimental. Se les aplica a ambos grupos un test para determinar el nivel de aprendizaje significativo al principio y al final del proceso. Se confeccionan tablas de distribución de acuerdo a los tipos de aprendizaje significativo alcanzado por los alumnos. Los cuales se analizan estadísticamente. Se utiliza la prueba de “t” student para determinar la significancia. Los resultados obtenidos en esta investigación demuestran que la técnica la UVE de Gowin o UVE Heurística despiertan en el alumno un mayor interés en el aprendizaje de la biología y por lo tanto se concluye que esta técnica mejora el aprendizaje significativo de los alumnos en la asignatura de biología.This research aims to improve meaningful learning technique using heuristics or UVE Gowin. the independent variable analyzed: Heuristics UVE in the subject of Biology and the dependent variable: Meaningful learning of students of 4th grade of secondary education Private Bruning Center of Trujillo. quasi-experimental: contrasting design is used. The sample consists of two sections of the 4th grade. One is the control group and the other experimental group. It is applied to both groups a test to determine the level of significant at the beginning and end of the learning process. distribution tables according to the types of meaningful learning achieved by students are made. Which are analyzed statistically. test ""t"" student is used to determine significance. The results obtained in this research show that the technique Gowin's Vee or UVE Heuristics awaken in students a greater interest in learning biology and therefore concludes that this technique improves the meaningful learning of students in the subject of biology.Tesi

Stellar Properties for a Comprehensive Collection of Star-forming Regions in the SDSS APOGEE-2 Survey*

Artículo escrito por 28 autores.The Sloan Digital Sky Survey IV APOGEE-2 primary science goal was to observe red giant stars throughout the Galaxy to study its dynamics, morphology, and chemical evolution. The APOGEE instrument, a high-resolution 300-fiber H-band (1.55-1.71 μm) spectrograph, is also ideal to study other stellar populations in the Galaxy, among which are a number of star-forming regions and young open clusters. We present the results of the determination of six stellar properties (T eff, log g , [Fe/H], L/L ⊙, M/M ⊙, and age) for a sample that is composed of 3360 young stars, of subsolar to supersolar types, in 16 Galactic star formation and young open cluster regions. Those sources were selected by using a clustering method that removes most of the field contamination. Samples were also refined by removing targets affected by various systematic effects of the parameter determination. The final samples are presented in a comprehensive catalog that includes all six estimated parameters. This overview study also includes parameter spatial distribution maps for all regions and Hertzsprung-Russell ( log L / L ⊙ vs. T eff) diagrams. This study serves as a guide for detailed studies on individual regions and paves the way for the future studies on the global properties of stars in the pre-main-sequence phase of stellar evolution using more robust samples