Aplicaciones de la teledetección en Geografía Física. Universidad Complutense de Madrid

En este trabajo sintetizamos los artículos publicado en revistas y los proyectos de investigación de varios profesores del área de Geografía Física de la Universidad Complutense de Madrid, en los que se ha utilizado la teledetección como herrramienta fundamental para estudios del medio físico. Las líneas de investigación se centran en los campos de climatología, microclimatología, humedales, geomorfología, suelos y cambios de usos del suelo. Para efectuar estas investigaciones se han manejado principalmente imágenes de los satélites Landsat y NOAA, con especial énfasis en los estudios multitemporales.[ABSTRACT]In this paper we synthesize the articles published in national and international journals and research projects of several professors in the area of Physical Geography at the Complutense University of Madrid in which remote sensing has been used as fundamental tools for studies of the physical environment. The research focuses on the fields of climatology, microclimatology, wetlands, geomorphology, soils and land use changes. To perform these investigations have been handled mainly images of Landsat and NOAA satellites, with special emphasis on multi-temporal studies

Estudio de las bandas térmicas del sensor AVHRR del satélite NOAA- 14 en masas de agua continental.

Sin resume

Sellado de fluvisoles en la Comunidad de Madrid. Análisis a partir de imágenes landsat

En este trabajo se analiza la evolución del sellado en los fluvisoles de la Comunidad de Madrid entre los años 1989 y 2009 utilizando imágenes del sensor TM del satélite Landsat. Estas imágenes permiten medir el área urbanizada en ambas fechas y conocer su distribución espacial. Se han seleccionado estos suelos por ser los más fértiles y porque su sellado implica un incremento en el riesgo de inundación en poblaciones muy próximas. La pérdida de suelo en estas dos décadas alcanza casi las 2.000 hectáreas. Las mayores superficies selladas corresponden a suelos agrológicamente ricos y muy ricos El sellado es extenso en las vegas de los ríos, Henares, Jarama y Tajo, y menor en los ríos Manzanares y Guadarrama. [ABSTRACT]This paper analyses the evolution of the sealing of fluvisols in the Community of Madrid between 1989 and 2009. To do it images from TM sensor of Landsat have been used. These images allow us to measure the urban area on both dates and show its geographical distribution. These soils have been selected because they are the most fertile and the sealing has resulted in a higher risk of flooding in the nearby towns. Soil loss in two decades reached nearly 2000 hectares. The largest sealed areas are those which are rich or very rich agrologically. Sealing is widespread in the river valleys of the Henares, Jarama and Tagus rivers and not so much in the Manzanares and Guadarrama rivers

Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers' Perceptions and Knowledge

The purpose of this study is to explore the change in the perceptions of pre-service teachers after participating in a training process on Education for Sustainability. The research was conducted during academic year 2019-2020 in the context of the Master's Degree in Educational Research for Teachers' Professional Development. The changes related to Education for Sustainability, the knowledge of the Sustainable Development Goals, and methodological strategies to integrate both were analysed. An initial and a final questionnaire as well as the activities developed by the students during the course were used to gather information. An analysis was performed of three dimensions (Education for Sustainability, the Sustainable Development Goals, and methodological strategies) with the help of the NVivo 12 Plus software programme. The results show progress was made in all three dimensions. The most significant changes were detected with regard to the knowledge of the Sustainable Development Goals, and the majority of the student teachers indicated they knew them on completing the training process. Their perception of Education for Sustainability evolved towards more complex views, while the methodological strategies proposed at the end of the training process did not differ significantly from the initial ones. This shows it is imperative to insist on training processes that include methodological strategies. By doing so, future educational professionals will be able to incorporate Education for Sustainability into their teaching practice

El aprendizaje del concepto biológico de población: cómo pueden las ciencias sociales y las matemáticas colaborar con la didáctica de la biología

El concepto de población vertebra gran parte de las áreas en las que se divide la Biología, como son la genética, la ecología, todas aquellas clásicas que implican taxonomía (botánica, zoología, microbiología, etc.) o la más moderna biología de la conservación. También es importante su conocimiento para comprender e interpretar adecuadamente la evolución y sus implicaciones socioculturales en la historia de la humanidad. Además desempeña un papel básico en otras disciplinas como las Matemáticas o las Ciencias Sociales, con las cuales puede tener elementos comunes. Permite, por lo tanto, trabajar de forma interdisciplinar, ofreciendo al alumnado una visión integradora, algo poco usual dado el grado de especialización existente en los diferentes niveles educativos. Nuestro estudio pretende conocer la atención que se presta a este concepto en los libros de texto de Matemáticas y Ciencias Sociales y el tratamiento que se le da por el profesorado en las aulas, con el fin de proponer actuaciones que impliquen a las tres disciplinas en la mejora de su conocimiento

L3 acquisition: a focus on cognitive approaches

Interest in third language (L3) acquisition has increased exponentially in recent years, due to its potential to inform long-lasting debates in theoretical linguistics, language acquisition and psycholinguistics. Researchers investigating child and adult L3 acquisition have, from the very beginning, considered the many different cognitive factors that constrain and condition the initial state and development of newly acquired languages, and their models have duly evolved to incorporate insights from the most recent findings in psycholinguistics, neurolinguistics and cognitive psychology. The articles in this Special Issue of Bilingualism: Language and Cognition, in dealing with issues such as age of acquisition, attrition, relearning, cognitive economy or the reliance on different memory systems –to name a few–, provide an accurate portrayal of current inquiry in the field, and are a particularly fine example of how instrumental research in language acquisition and other cognitive domains can be to one another

Zircon Dates Long-Lived Plume Dynamics in Oceanic Islands

In this contribution we report the first systematic study of zircon U-Pb geochronology and δ 18O-εHf(t) isotope geochemistry from 10 islands of the hot-spot related Galapagos Archipelago. The data extracted from the zircons allow them to be grouped into three types: (a) young zircons (0–∼4 Ma) with εHf(t) (∼5–13) and δ 18O (∼4–7) isotopic mantle signature with crystallization ages dating the islands, (b) zircons with εHf(t) (∼5–13) and δ 18O (∼5–7) isotopic mantle signature (∼4–164 Ma) which are interpreted to date the time of plume activity below the islands (∼164 Ma is the minimum time of impingement of the plume below the lithosphere), and (c) very old zircons (∼213–3,000 Ma) with mostly continental (but also juvenile) εHf(t) (∼−28–8) and δ 18O (∼5–11) isotopic values documenting potential contamination from a number of sources. The first two types with similar isotopic mantle signature define what we call the Galápagos Plume Array (GPA). Given lithospheric plate motion, this result implies that GPA zircon predating the Galápagos lithosphere (i.e., >14–164 Ma) formed and were stored at sublithospheric depths for extended periods of time. In order to explain these observations, we performed 2D and 3D thermo-mechanical numerical experiments of plume-lithosphere interaction which show that dynamic plume activity gives rise to complex asthenospheric flow patterns and results in distinct long-lasting mantle domains beneath a moving lithosphere. This demonstrates that it is physically plausible that old plume-derived zircons survive at asthenospheric depths below ocean islands.German Research Foundation (DFG) RO4174/3-1 RO4174/3-3Ministry of Science and Innovation, Spain (MICINN)Spanish GovernmentEuropean Commission PID2019-105625RB-C21 PY20_00550European Research Council (ERC) European Commission MAGMA 77114

How Spanish primary school students interpret the concepts of population and species

This article presents research concerning the way in which primary school pupils in southern Spain interpret the concepts of population and species. The results show that, for the concept of population, there was an intense anthropocentrism in pupils’ responses, while for the concept of species, only animals were considered as living creatures. These interpretations influence the vision that the students will develop of ecosystems and bio diversity, as well as their respect and care for living beings. We propose some suggestions in order to improve the teaching of these concepts in primary education

Spanish teaching students’ attitudes towards teaching science at the pre-school level

Previous researches on early childhood teachers´ attitudes toward science teaching reveals that they feel anxiety and fear regarding science classes. Sometimes, teaching students´ experience with science have a significant influence on their attitude toward science and science teaching. This prior experience has been frequently joined to remember abstract concepts, and it determine what they guess about science teaching in early childhood. In order to assess teacher trainee´s pre-existing attitudes and beliefs toward science teaching in early years, we used a preschool teachers’ attitudes and beliefs toward science teaching questionnaire developed and validated for Maier, Greenfield and Bulotsky-Shearer (2013). Aspects such as science knowledge or ability to create science related activities, at the beginning, are very poorly valued by future teachers of early childhood education. The main reason is the poor knowledge that they have about science in general. We can conclude that it is important that future teachers of early childhood education should understand importance to teach science to children.Funding was provided by the group HUM613 of the Universidad de Granad

Noise, what noise? Raising awareness of auditory health among future primary-school teachers

Acknowledgements We appreciate the help and suggestions of Dr F. Javier Perales in validating the questionnaires. Four anonymous referees provided many helpful suggestions that improved an earlier version of this manuscript. David Nesbitt kindly corrected the EnglishWe study the perception of acoustic contamination and its deleterious effects on students preparing to become school teachers and analyse their acoustic habits, with the aim of raising their awareness concerning this problem. We designed a number of activities, applied during a practical lesson, in which students evaluated some of their perceptions and attitudes towards noise, and recorded their hearing capacity. Students increased their noise awareness after performing the practice. We propose the introduction of activities similar to those proposed here, to prevent hearing loss from exposure to noise and promote such preventive activities among these future school teachers