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En este trabajo se muestra cómo analizar la creación de vídeos elaborados por estudiantes en formación del Grado de Primaria y del Máster de Secundaria. Para ello, el estudio se centra en la recogida de información en formato texto y la transformación de esta en un guion audiovisual técnico. El objetivo era encontrar los tipos de contenidos que conformaban las unidades de información de los textos y de los guiones, y contabilizar la frecuencia con la que se hallaban. Esto permitió comparar las unidades de información utilizadas por ambos tipos de estudiantes y observar la progresión del propio proceso de transformación desde el texto al guion técnico. Para el estudio fue desarrollado un análisis cualitativo de contenidos mediante la codificación de la información con el programa Atlas.ti, y posteriormente se realizó un análisis cuantitativo. Los resultados indican que en el Texto Literario los estudiantes utilizaron más contenidos conceptuales que procedimentales; sin embargo, al llegar al Guion, las explicaciones teóricas fueron incluidas en las imágenes y salieron del discurso verbal. Parece que el hecho de hacer pensar a los estudiantes en formato audiovisual fomentó en ellos una mirada hacia lo procedimental. Por otra parte, el estudio comparativo indica que los estudiantes de Máster se atrevieron más con el uso de la tecnología.

Do pre-service teachers have the same beliefs in superstitions and pseudoscience as the members of their generation? We expect so, because they are slightly different in at least two of the variables that explain differences, namely family income and level of studies, and also, normatively, because beliefs among teaching staff appear to be a key matter in the scientific literacy of citizens. Research reported in this paper compared data from the general public of the same age to our sample of 578 pre-service teachers from five Spanish universities, using the same questionnaire. Multivariate regression analysis is then used to study the factors that affect defence of such beliefs and the differences between pre-service teachers and their age group. We have found that, on the contrary to what was expected, beliefs among pre-service teachers are not far from those of their age group in the population at large. Within that relatively homogenous group, a favourable attitude toward pseudoscience and superstition mainly depends on their educational level and basic knowledge of science, but that knowledge probably depends on their spontaneous interest in scientific matters and a prior favourable attitude. These results have implications in training scientific teachers and in the scientific literacy of the population. Thus, we must consider such nonscientific beliefs when designing classroom proposals and when communicating scientific content in social contexts., CRUE-CSIC agreement, Springer Nature, Spanish Government RTI2018-094303-A-I00, State R&D&I Program Oriented, State Plan for Scientific and Technical Research and Innovation

El estudio de la influencia de las emociones en el aprendizaje es una tendencia emergente en la investigación en didáctica de las ciencias. Varios trabajos han demostrado la función crítica que desempeñan las emociones en el proceso de la enseñanza y el aprendizaje. Por tanto, es determinante que, tanto profesores como alumnos, dispongan de los conocimientos necesarios para poder controlarlas y gestionarlas. En este trabajo se presenta una actividad de aprendizaje por indagación en la que se analizaron las emociones mostradas por los estudiantes. La propuesta fue implementada con alumnos de la Facultad de Educación-CFP-UCM, divididos en grupos de observadores y observados. Los observadores realizaron un registro de las emociones que mostraban sus compañeros durante las diferentes fases de la indagación del contenido de una «caja negra». Para ello, utilizaron un formulario, disponible mediante enlace a docs.google.com. El análisis muestra que la frustración y la confusión son las emociones detectadas con la frecuencia más alta en este tipo de trabajo de indagación. Además, las manifestaciones de los distintos tipos de emociones muestran un flujo emocional relacionado con las fases de la indagación. Este trabajo confirma la importancia de las emociones activadoras -positivas y negativas- para la realización de tareas de aprendizaje; también, nos anima a promover la inclusión de la capacidad de gestión de las emociones en la formación docente.

The inhibitory receptor CD200R1 and its paired activating receptor CD200R1L are involved in the regulation of myeloid cell immune responses. The aim of this study was to analyze their distribution, regulation by cytokines, and function in porcine monocyte subsets. We had previously observed that CD200R1 and CD200R1L genes can generate different protein isoforms through alternative mRNA splicing, therefore in this study, we explored the diversity of transcripts in monocyte subsets, and described several new splicing variants of both CD200R1 and CD200R1L, some of which could be expressed on the porcine monocyte surface. A substantial proportion of CD163- SLAII+ and most CD163+SLAII+ monocytes expressed CD200R1 and CD200R1L receptors, while CD163- SLAII- monocytes did not. CD200R1 and CD200R1L expression was down-regulated in monocytes polarized by IFN-ɣ, a cytokine that induces classical activation of macrophages, while IL-10 which gives rise to regulatory macrophages, increased the expression of CD200R1. Finally, treatment of monocyte subsets with a monoclonal antibody specific for the inhibitory CD200R1 receptor and its splicing variants enhanced TNFα and IL-8 production, induced by TLR4 or TLR7 stimulation, suggesting a modulatory role for these receptors on porcine monocyte functions.

9 Pág., In this report, we describe the characterization of a new monoclonal antibody, named 4H5CR4, against porcine CD9. Its use in combination with antibodies to CD4, CD8α, and 2E3 allows to distinguish at least five main CD4+ T cell subsets. Analysis on these subsets of CD45RA, CD27, CD29, CD95, CCR7, and SLA-DR markers depicts a progressive model of CD4+ T cell development. CD4+ 2E3+ CD8α- CD9- cells are the least differentiated population of naïve cells, whereas the CD4+ 2E3- CD8α+CD9+ and CD4+ 2E3- CD8α+ CD9- cells display phenotypic features of central and effector memory T helper cells, respectively. The latter subsets were able to produce IFN-γ after polyclonal activation with PMA/Ionomycin; however, in vitro virus-specific IFN-γ production of PBMCs collected at 38-44 days after pseudorabies virus vaccination was dominated by cells with a CD9+ phenotype. Therefore, CD9 appears to be a useful marker to investigate CD4+ T cell heterogeneity in swine., This work was supported by grant PID2019-109857RB-I00 funded by MCIN/AEI/10.13039/501100011033. ERDF A way of making Europe.

El objetivo de este artículo es mostrar los cambios detectados en las concepciones de los futuros maestros sobre los contenidos escolares de ciencias, antes y después de un curso de formación inicial[1]. El curso constaba de un conjunto de actividades recogidas en un workbook y un audiovisual que solicitaban la elaboración de sucesivas propuestas de enseñanza por parte de los estudiantes de Magisterio y su correspondiente reflexión sobre qué y cómo enseñar ciencias, el papel de las ideas de los alumnos, la metodología de enseñanza y la evaluación. Además, se realizaron prácticas de investigación escolar con visitas a centros educativos innovadores. El estudio se llevó a cabo con 311 estudiantes de Magisterio organizados en 92 equipos de trabajo. La información fue recogida a través un cuestionario (pre y pos-test) y tratada con técnicas multifactoriales. El análisis de las concepciones sobre los contenidos escolares revela una posición inicial mayoritaria que podemos considerar próxima al modelo de investigación escolar, pero con una cierta presencia de planteamientos tradicionales sobre los contenidos escolares. Tras el curso formativo se detectaron cambios con diferencias significativas de distinto grado sobre el modo de presentar los contenidos a los alumnos de Primaria, los distintos tipos de contenidos y la selección que se hace de los mismos. [1] Este artículo es parte del Proyecto I+D+i EDU2011-23551: La progresión del conocimiento didáctico de los futuros maestros en un curso basado en la investigación y en la interacción con una enseñanza innovadora de las ciencias, financiado por el Ministerio de Ciencia e Innovación (hoy de Economía y Competitividad).

Resumen: El alumnado actual, inmerso en una sociedad repleta de datos, esta acostumbrado a gestionar y comunicarse de modo audiovisual en su dia a dia. Sin embargo, desde el punto de vista academico este aspecto tecnologico -el audiovisual- no esta suficientemente integrado en el proceso ensenanza-aprendizaje. Uno de los motivos parece deberse a la escasa formacion del profesorado en esta forma de comunicacion. En este trabajo, se plantea la elaboracion de un documental escolar sobre un topico de ciencia a alumnos del Grado de Primaria y del Master de Secundaria, y se analiza como evolucionan los contenidos propuestos por los estudiantes en cada uno de los pasos seguidos. Puede destacarse que con el cambio de formato de texto a video el tratamiento de los contenidos cambio. En concreto, la necesidad de redactar un guion forzo a los estudiantes a incorporar una trama argumental en la que engarzar los contenidos escolares. Esta necesidad discursiva forzo la busqueda de situaciones reales y la consecuente ubicacion de los contenidos escolares en unos mas cercanos al alumnado. Esto facilito la aparicion de sus intereses, la vinculacion entre su mundo y el contexto academico y, todo ello, con su modo de expresarse. Por otra parte, la incorporacion de imagenes obligo a los futuros profesores a mostrar ordenadamente los hechos; tuvieron que considerar que elementos visuales eran prioritarios, cuales secundarios, como vincularlos, como indicar al espectador donde mirar y como mirar. En definitiva, estos procedimientos expresados en imagenes pasaron a ser contenidos de aprendizaje en si mismos. Palabras clave: Formacion del profesorado; Ensenanza de las ciencias; Nuevas metodologias; Audiovisual educativo; Imagen. Analysis of the content treatment on the creation of educative audiovisual Abstract: Nowadays, students are get used to communicate themselves and manage huge amount of data due to current society is based on audiovisual. However, these aspects are not considered enough from a teaching-learning process point of view. One of the reasons seems to be due to the fact teachers have a limited training in this way of communication. In this work, the elaboration of an educative audiovisual on a topic of science is proposed to students of the Master’s Degree in Secondary School and Bachelor’s Degree in Primary Education, and the evolution of the contents proposed by the students through each of the steps followed is analyzed. It can be highlighted a change of the content treatment from initial Script to final Video. In particular, writing a Script forced students to incorporate a plot story where academic contents were exposed. Consequently, they carried out a searching of real situations with the aim to situate the school contents closer to pupils. In this way, their interest awoke and they looked for a connection between their reality and the academic context. Besides, incorporating images made future teachers show the facts one after another; they had to consider which elements were more important and indicate viewer where and how he must look at. In short, these procedures based on images turned into learning contents by themselves. Keywords: Teacher training; Science teaching; New methodologies; Educative audiovisual; Image.

RESUMEN En España, el Espacio Europeo de Educación Superior ha impulsado la estructura académica actual, aunque no los "nuevos" enfoques metodológicos que deberían acompañar a la nueva organización de la enseñanza. En todas las directrices se proponen trabajos en grupo, seminarios, exposiciones, puestas en común, etc., pero ¿realmente se ponen en práctica? En este artículo se analizan y discuten los resultados de una investigación sobre el diseño y puesta en práctica de actividades realizadas por profesores universitarios. Participaron 132 profesores que ejercen docencia en la formación de maestros de primaria y profesores de secundaria. Los resultados muestran que las declaraciones de los docentes sobre las actividades que llevan a cabo claramente se alejan de tendencias tradicionales y se identifican con tendencias intermedias y de orientación constructivista. RESUMO Na Espanha, o Espacio Europeo de Educación Superior (EEES) tem impulsionado a estrutura acadêmica atual, mas não as "novas" abordagens metodológicas que devem acompanhar a nova organização do ensino. O trabalho em equipe, seminários, exposições, debates, entre outros, são propostas ao longo das orientações, mas são de fato colocadas em prática? Este artigo analisa e discute os resultados de uma investigação sobre a concepção e a implementação de atividades realizadas por professores universitários. Participaram 132 professores que exercem a docência formando professores de ensino fundamental e médio. Os resultados mostram que as declarações de professores sobre as atividades desenvolvidas estão se movendo claramente longe de tendências tradicionais e identificam-se com tendências intermediárias e construtivistas. ABSTRACT In Spain, the Espacio Europeo de Educación Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the master's in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.

CD169 and CD163 have been involved in the process of PRRS virus attachment and infection in macrophages, although recent studies have challenged the requirement for CD169. In addition to CD169, macrophages express other siglecs, whose role in PRRS virus infection is so far unknown. Splenic CD163

12p.-7 fig.-2 tab., Drug-loaded nanoparticles (NPs) can improve infection treatment by ensuring drug concentration at the right place within the therapeutic window. Poly(lactic-co-glycolic acid) (PLGA) NPs are able to enhance drug localization in target site and to sustainably release the entrapped molecule, reducing the secondary effects caused by systemic antibiotic administration. We have loaded auranofin, a gold compound traditionally used for treatment of rheumatoid arthritis, into PLGA NPs and their efficiency as antibacterial agent against two Gram-positive pathogens, Streptococcus pneumoniae and Streptococcus pyogenes was evaluated. Auranofin-PLGA NPs showed a strong bactericidal effect as cultures of multiresistant pneumococcal strains were practically sterilized after 6 h of treatment with such auranofin-NPs at 0.25 μM. Moreover, this potent bactericidal effect was also observed in S. pneumoniae and S. pyogenes biofilms, where the same concentration of auranofin-NPs was capable of decreasing the bacterial population about 4 logs more than free auranofin. These results were validated using a zebrafish embryo model demonstrating that treatment with auranofin loaded into NPs achieved a noticeable survival against pneumococcal infections. All these approaches displayed a clear superiority of loaded auranofin PLGA nanocarriers compared to free administration of the drug, which supports their potential application for the treatment of streptococcal infections.

A novel nanosystem based on mesoporous silica nanoparticles covered with carbosilane dendrons grafted on their external surface is reported. This system is able to transport single oligonucleotide strands into cells, avoiding the electrostatic repulsion between the cell membrane and the negatively charged nucleic acids thanks to the cationic charge provided by the dendron coating in physiological conditions. Moreover, the presence of the highly ordered pore network inside the silica matrix would make possible to allocate other therapeutic agents within the mesopores with the aim of achieving a double delivery. First, carbosilane dendrons of second and third generation pos- sessing ammonium or tertiary amine groups as peripheral functional groups were prepared. Hence, different strategies were tested in order to obtain their suitable grafting on the nanoparticles outer surface. As nucleic acid model, a single stranded DNA oligonucleotide tagged with a fluorescent Cy3 moiety was used to evaluate the DNA adsorption capacity. The hybrid material functionalized with the third generation of neutral dendron showed excellent DNA binding properties. Finally, the cytotoxicity as well as the capability to deliver DNA into cells, was tested using a human osteoblast-like cell line, achieving good levels of internalization of the vector DNA/carbosilane dendron functionalized material without affecting cellular viability., Ministerio de Economía y Empresa

Five bioactive CaO−SiO 2 sol–gel glasses (SiO 2 =50, 60, 70, 80 and 90 mol%) were characterised by N 2 adsorption and Hg porosimetry. The textural properties change according the composition of glasses. Surface area, pore volume and porosity increase whereas the average pore size decreases with the increasing of SiO 2 . No pores in the micropore region (diameter of pore, D p 2 showed the highest pore volume in the macropore region ( D p >50 nm). Because these compositions present the highest rate of formation of the apatite layer under in vitro conditions, this property seems to be related with the increase of the pore volume in the macropore region.

Five glasses in the CaO−SiO2 binary system with different silica content (50−90% in mol) have been prepared by the sol−gel method. The referred glasses have been characterized by thermogravimetric and differential thermal analysis (TG/DTA), Fourier transform infrared spectroscopy (FTIR), X-ray diffraction (XRD), scanning electron microscopy (SEM), and energy dispersive spectroscopy (EDS) showing clear differences in composition and specific surface and porosity between those glasses with low SiO2 content (50−70% in mol) and those with high SiO2 content (80−90% in mol). The in vitro bioactivity study of all glasses prepared were carried out by soaking in a simulated body fluid (SBF) at 37 °C. The FTIR, XRD, SEM, and EDS analysis of the surface of these glasses after the in vitro assays reveal the formation of a hydroxycarbonate apatite (HCA) layer. The formation process of this layer on the glass is a function of the glass composition. The rate of formation increases in those glasses with lower SiO2 (50−70...

En este trabajo se describe una propuesta de actuación para alumnos del programa de Diversificación Curricular, basada en el aprendizaje por proyectos. Dicha propuesta pretende involucrar a los estudiantes en su propio proceso de aprendizaje. Para ello los alumnos crearon un vídeo digital, encargándose del proceso completo, desde la búsqueda de información inicial, hasta la edición y montaje del material grabado. La propuesta permite realizar un seguimiento del proceso de reflexión sobre los logros parciales y llevar a cabo un análisis reflexivo de la gestión de la información que permite a los estudiantes crear el audiovisual. Por último, no parecen existir razones para que otro alumnado diferente a los de nuestro caso tenga un comportamiento diferente en los elementos analizados., A didactic proposal for "Diversificación Curricular" students, based on project-based learning, is described in this work. This proposal purports to involve students in their own learning process. In this way, they had to create a digital video, dealing with whole process, from seeking information to editing filmed material. This proposal allows carrying out a monitoring of the process of reflection on the partial achievements, making a thoughtful analysis of the information management which enables students to create an audiovisual. Finally, there does not seem to be reasons to apply this proposal with another kind of students different from our case., 14 p.

The implementation and development of the EHEA has determined the structure of the different degrees in which, in general, the education professionals are formed, and the teachers of Primary and Secondary, in particular. But this new legislation has also tried to influence the methodological approaches with a result difficult to evaluate. Thus, for some authors, the European guidelines have been taken as a dogma too rigidly, while for others, these guidelines do not appear to have had significant echo in the practice. One of the explanatory variables of this phenomenon may be the years of professional experience of university teachers. In order to analyze their influence, we discuss some of the results of research funded by the UCM and the Community of Madrid. To do this, it was attended by 132 teachers which develope their teaching role in the Degree of Master of Primary and / or the Master of Secondary Teacher School of three public universities of Madrid (UCM, UAM and UAH). The data collected suggests that years of experience have a direct influence on the characteristics of the procedures involved in performing design activities. Thus, teachers with more and less experience are positioned in the constructivist category. Moreover, the intermediate category that is between a traditional position and the constructivist approach only has a remarkable number of representatives among novice teachers.Keywords: teaching methodology, teacher training, teachers’ conceptions; European Higher Education Area; teachers in training.Resumen.La puesta en marcha y el desarrollo del EEES ha determinado la estructura de las diferentes titulaciones en las que se forman los profesionales de la educación en general, y de Primaria y Secundaria en particular. Si bien, esta nueva normativa también ha tratado de influir en los enfoques metodológicos con un resultado de difícil valoración. Así pues, para algunos autores, las directrices europeas han sido tomadas como dogma de modo excesivamente rígido, mientras que para otros, estas pautas no parecen haber tenido eco relevante en su práctica profesional. Una de las variables explicativas de este fenómeno puede ser los años de experiencia profesional de los docentes universitarios. Con el propósito de analizar su influencia, se presentan y analizan parte de los resultados de una investigación financiada por la UCM y la Comunidad de Madrid. Para ello, se contó con la participación de 132 profesores que desarrollaban su función docente en el Grado de Maestro de Primaria y/o en el Master de Formación del Profesorado de Secundaria que se ponen en marcha en los centros de formación del profesorado y facultades de educación de tres universidades públicas madrileñas (UCM, UAM y UAH). Los datos recogidos indican que los años de experiencia tienen una influencia directa en las características que tienen los procedimientos implicados en la realización de las actividades que diseñan. De tal modo, los profesores con más y menos años de experiencia se posicionan en la categoría constructivista de un modo similar que aquellos profesores que se posicionan en la categoría intermedia que se encuentra entre una posición con un marcado enfoque tradicional y otra constructivista. Por su parte, los profesores que se posicionan en una categoría constructivista tienden a tener más años de experiencia.Palabras Clave: metodología de enseñanza; formación del profesorado; concepciones de los profesores; espacio europeo de educación superior; profesores en formación

α-Fe2O3 thin films have been deposited on Si(111) substrates at high temperatures (600–800 °C) by the spray pyrolysis method. Four different iron(III) β-diketonates have been used as precursors in order to obtain polycrystalline films of good adherence, which have been characterized by x-ray diffraction, scanning electron microscopy, and magnetic measurements.

Titanium (iv) oxide (amorphous, brookite, anatase, and rutile) fine particles have been synthesized by pyrolysis of an aerosol. As-received materials are constituted by hollow balloons of around 1–2 μm formed by very small crystalline nuclei, whose crystal size can be modified by annealing. By heating at 900 °C for 48 h individual crystals of around 1 μm are obtained. Intermediate sizes can be controlled as a function of the thermal treatment.

Titanium (IV) oxide has been prepared by two different synthetic routes: Hydrolysis and pyrolysis of an aerosol. The structural and textural characterization indicates that TiO2 hollow spherical particles (1–2 μm) are obtained by pyrolysis, while heterogeneous crystalline aggregates (20–30 μm) are produced by hydrolysis. The amorphous anatase-rutile transition as a function of synthesis temperature, annealing temperature and time of treatment, and the influence of these parameters on the TiO2 texture are discussed.