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Este artículo presenta una experiencia artivista en la que participan 180 estudiantes de Magisterio. Desde una mirada feminista se reivindica una universidad más humanizada, naturalizada, igualitaria, respetuosa con la diversidad e inclusiva. Para ello, se modelan macetas de barro antropomorfas como forma de enfrentarnos a las experiencias de nuestro cuerpo. Se escriben micro relatos que acompañan a estos objetos. Y se entregan al profesorado y otro personal universitario como transferencia de su aprendizaje. La metodología utilizada es la Investigación Basada en las Artes desde la perspectiva del A/R/tography. El análisis de las reflexiones durante el proceso creativo de la cerámica recoge problemáticas que afectan especialmente al cuerpo de la mujer: asimetría corporal, censura de pezones en redes sociales, estética impuesta por los medios de masas, cicatrices, pigmentación de la piel, vello corporal, hipersexualización infantil, transexualidad y deterioro del cuerpo. El análisis de los relatos ofrece tres categorías temáticas: testimonios de agradecimiento; reconocimiento a profesorado que ejerció de forma singular una docencia sensible; reivindicación de espacios más seguros, arquitecturas más inclusivas y entornos favorecedores de la diversidad. Se concluye que este tipo de acciones resultan efectivas para promover actitudes activas positivas para el cambio social y estructural contra el machismo. This article presents an artivist experience in which 180 teaching students participate. From a feminist perspective, a university more humanized, naturalized, egalitarian, respectful of diversity and inclusive is claimed. For this purpose, anthropomorphic clay pots are modeled as a way of facing the experi-ences of our body. Micro stories are written to accompany these objects. And they are given to faculty and other university staff as a transfer of their learning. The methodology used is Arts Based Research from the perspective of A/R/tography. The analysis of reflections during the creative process of ceram-ics collects problems that especially affect the woman’s body: body asymmetry, censorship of nipples in social networks, aesthetics imposed by the mass media, scars, skin pigmentation, body hair, child hypersexualization, transsexuality and deterioration of the body. The analysis of the stories offers three thematic categories: testimonials of appreciation; recognition of teachers who exercised in a singular way a sensitive teaching; vindication of safer spaces, more inclusive architectures and environments that favor diversity. It is concluded that these types of actions are effective in promoting positive active attitudes for social and structural change against sexism

Reseña del libro "La imagen como experiencia"

La defensa de la igualdad de genero y el respeto a la diversidad sexual son dos luchas sociales de plena vigencia en el contexto espanol, en respuesta a comportamientos que atentan contra la libertad de las mujeres y al colectivo LGTBI. En un esfuerzo por promover la justicia social desde una perspectiva interseccional en los campus universitarios, se defiende una propuesta de sensibilizacion, enmarcada en un proyecto de investigacion que aqui se presenta. Se analizan las potencialidades del artivismo en los campus. Para ello se revisa la oferta de convocatorias de arte publico universitario a nivel internacional y nacional, con el fin de observar las posibilidades de integrar este enfoque sensibilizador de forma generalizada, promoviendo actitudes activas positivas para el cambio social y estructural contra el machismo.

This article examines the ways in which issues of women’s safety in public spacesmight be integrated into artistic practices in art education from an intersectional and queer review of gender in the city. It considers the contributions from human geography, feminism and affect theory, trying to incorporate all of those perspectives into a pedagogical proposal. The first part of the article introduces the main issues to be explored, acknowledging them in the context of recent public debates in Spain that were related to gender and urban safety. The second part presents the results of a participatory, ephemeral, vindictive and artistic action developed with students of amaster’s degree in Secondary Education Teaching in the specialty of visual arts at theUniversity of Valencia: An action of mapping the sexist violence in Valencia. Lastly, the article concludes with the presentation of emotional and educational profits gained by used practices.

Partimos de la deriva como práctica artística contemporánea, con reconocidos antecedentes históricos. El objetivo principal es experimentar las potencialidades pedagógicas de la observación de entornos urbanos de forma colaborativa y mediada por las TIC a través de la deriva, como artistas/investigadores/docentes encargados de la formación del profesorado, para poder introducir este tipo de iniciativas en el entorno educativo. La A/R/Tografía como método de Investigación Basada en las Artes facilita usar la deriva simultáneamente como práctica artística, proceso investigador y experiencia de aprendizaje docente. Los resultados se exponen a través de narrativas personales que muestran reflexiones sobre el proceso de comprensión compartida en torno a las ciudades de Porto y Paris. Las conclusiones establecen los requerimientos de lo que acuñamos como deriva paralela pedagógica: establecer filtros cognitivos para focalizar el proceso de enseñanza-aprendizaje; promover una actitud y mirada hacia la ciudad centrada en la experiencia estética y crítica; garantizar, para el aprendizaje colaborativo, la interdependencia positiva, la responsabilidad personal, la evaluación compartida y la interacción cara a cara final. Los valores que promueve la deriva paralela pedagógica, como el autoconocimiento, la empatía y la creación de lazos con otras personas, tendrían implicaciones positivas en su implementación en procesos de internacionalización educativa., This research starts from the drift as a contemporary artistic practice, which has a recognized historical background. The main objective is to experience the pedagogical potential of the observation of urban environments in a collaborative manner mediated by ICTS through the drift, and thus, as artists/researchers/teachers in charge of teacher training, to be able to introduce these kinds of initiatives in the educational environment. A/R/Tography as an Art-Based Research method facilitates the simultaneous use of the drift as an artistic practice, an investigative process and a teacher learning experience. The results are presented through personal narratives that show thoughts on the process of shared understanding in the cities of Porto and Paris. The conclusions set out the requirements of the pedagogical parallel drift: to establish cognitive filters to focus on the teaching-learning process; to promote an attitude and way of looking toward the city centred on the aesthetic and critical experience; to ensure positive interdependence, personal responsibility, shared assessment and face-to-face interaction for collaborative learning. The values that are promoted by the pedagogical parallel drift, like self-awareness, empathy, and the creation of bonds with other people, would have positive implications if implemented in education internationalization programs., Partimos da deriva como prática artística contemporânea, com reconhecidos antecedentes históricos. O principal objetivo é experimentar as potencialidades pedagógicas da observação de ambientes urbanos, de forma colaborativa e mediada pelas TIC através da deriva, como artistas/investigadores/docentes responsáveis pela formação de professores, para podermos introduzir este tipo de iniciativas no ambiente educativo. A A/R/Tografia como método de Investigação Baseada nas Artes permite utilizar a deriva, simultaneamente, como prática artística, processo de investigação e experiência de aprendizagem docente. Os resultados são apresentados através de narrativas pessoais que mostram reflexões sobre o processo de compreensão partilhada, em torno das cidades do Porto e de Paris. As conclusões estabelecem os requisitos do que apelidamos de deriva paralela pedagógica: estabelecer filtros cognitivos para focalizar o processo de ensino-aprendizagem; promover uma atitude e um olhar sobre a cidade centrado na experiência estética e crítica; assegurar, para a aprendizagem colaborativa, a interdependência positiva, a responsabilidade pessoal, a avaliação partilhada e a interação cara a cara final. Os valores que promove a deriva paralela pedagógica, como a autoconsciência, a empatia e a criação de laços com outras pessoas, têm implicações positivas na sua implementação em processos de internacionalização na educação.

The importance of laboratory instruction for science students is widely recognized, although this is a question in tertiary education that remains largely unresolved. In this work a proposal for evaluating laboratory instruction in a plant physiology course is presented and examples of questions used for one of the topics covered in the course are shown. The proposal includes the use of specifically designed multiple choice questions (MCQ) in the exams to assess the cognitive domain. Different items used in the plant physiology exams during the 2000–2012 period to evaluate two of the topics were categorized using the blooming biology tool. The questions were classified as lower- (memorization) and higher- (critical thinking) order cognitive skills (LOCS and HOCS, respectively) plus an intermediate order, LOCS/HOCS (application). Though MCQ have been indicated to be prone to evaluate mainly rote memory, our results show that less than 25% of the questions used belonged to the LOCS category. Scores obtained by the students for these MCQ were similar for theory and laboratory instruction. The evaluation model presented is easily transferable to assess a great variety of practical laboratory activities of different scientific disciplines and helps to avoid the dichotomy theory/practice usually found among students.

Con la presente aportación, de carácter descriptivo, se analizan tres escuelas públicas de una sola línea de la ciudad de Alicante. Al trabajo de campo se dedica una media de dos meses por centro. Durante este tiempo, se estudian las características generales de cada una de las tres instituciones -edificio escolar, aulas y zonas comunes-; en relación a sus planteamientos educativos. Para ello se consideran factores estéticos como: las áreas verdes, la iluminación, los colores, la flexibilidad del espacio, el entorno sonoro, visual, olfativo, el orden e higiene. Además, gracias a la colaboración de sus usuarios, se observa el perfil de docentes y discentes, así como las relaciones interpersonales que se establecen. E incluso se estudia el uso pedagógico de las paredes y del imaginario desplegado en ellas. Finalmente, según la idiosincrasia de cada centro, se plantean propuestas que articulen una mejor relación entre pedagogía y espacio de estos entornos.

This paper is a descriptive research on the analysis of three public one-track schools, located in Alicante (Spain). The fieldwork for this research took an average of two months at each school. During this time, the general characteristics of each of the three schools, -their buildings, their classrooms, and their common areas- were studied in relation to their educational guidelines. Taken into consideration were the school’s aesthetic aspects such as: green spaces; lighting; colours; flexible learning spaces; the acoustical environment; smells; visuals; tidiness; and hygiene. The collaboration of the teachers and students allowed their profiles and their interpersonal relationships to be observed. Additionally, the pedagogic use of the classroom walls and the images displayed on them were also analysed. Finally, based upon each school’s characteristics, proposals to improve the connection between pedagogy and the school environment were recommended.

This study analyses how school age children experience their educational environment. The objective is to collect the determining factors of aesthetic quality and comfort at school. A pluralistic methodology allows: gather both quantitative and qualitative data using photographic elicitation, and show the responses on an artistic way. Eighty-six children participate on this research; they are from 3 until 5 years old, and belong to rural and urban schools of Alicante. The results determine which places of school are more comfortable, pleasant and enjoyable in Early Childhood Education. Pupils are able to examine in a critically form their everyday educational activities and express their opinions supported by visual forms of communication. The findings offer two categories about how educational environments should be: pedagogic and architectural. With this scientific publication the extent of the minors' voice is increased, so that educational institutions and policies can address it. El presente estudio analiza la forma en que los escolares experimentan el entorno educativo. El objetivo es recoger los factores estéticos determinantes de la calidad y el confort en la escuela. Una metodología plural permite: recabar datos tanto cuantitativos como cualitativos mediante la elicitación fotográfica, y mostrar las respuestas de forma artística. Participan 86 niños de entre 3 y 5 años de una escuela rural y otra urbana de Alicante. Los resultados determinan qué lugares de la escuela resultan más confortables, cómodos, placenteros y agradables para los escolares de Educación Infantil. Los niños son capaces de examinar críticamente sus espacios educativos cotidianos y expresar sus opiniones apoyados por formas visuales de comunicación. Las conclusiones ofrecen dos categorías a cerca de cómo deben ser los entornos educativos: una pedagógica y otra arquitectónica. Con esta publicación científica se aumenta el alcance de la voz infantil, de modo que pueda ser atendida por las instituciones y políticas educativas.

ResumenEste trabajo estudia las ideas que algunos estudiantes tienen sobre la mejora de su espacio, es decir, las proyecciones de los deseos de escolares hacia su propio centro educativo. Este estudio sobre la calidad estética se desarrolla gracias a la participación de tres colegios de Educación Infantil y Educación Primaria de Alicante, en España. La metodología es mixta pues combina la investigación educativa basada en las Artes Visuales y la investigación basada en imágenes para obtener mediante métodos gráficos la voz visual infantil. Los productos son diversos dibujos y collages que expresan información y contenido comunicativo analizado de manera cualitativa y cuantitativa. Con base en estos productos se concluye con la estética de los entornos educativos deseados. Esta estética queda definida como espacios frescos; naturales; concebidos tanto para la actividad lúdica o el aprendizaje como para el descanso y las relaciones interpersonales afectivas; atractivos, acogedores, cómodos y hogareños; permeables al entorno exterior rural o urbano; y con apariencia externa original. Se comprueba que las demandas colegiales no siempre coinciden con las respuestas otorgadas por adultos. Lo anterior, apunta a la urgencia de escuchar la voz de todos los colectivos implicados en los procesos de enseñanza y de aprendizaje. AbstractThis work examines the ideas that some students have about improving their space, projections of desires that children have toward their own school. This study about the aesthetic quality it's developed thanks to the participation of three primary schools in Alicante city, Spain. The methodology combines Visual Arts Based Educational Research and Image Based Research to obtain by graphical methods the visual voice of children. The results are different drawings and collages rich in information and in communication contents, which are analysed qualitatively and quantitatively. We conclude with the aesthetics of the desired educational environments. The space is defined as fresh and natural; designed for both recreational activity and learning, as for rest and affective interpersonal relationships; attractive, cozy, comfortable and homely; permeable to the outside rural or urban environment; and with a creative external appearance. It is found that the demands of students do not always coincide with the answers given by adults. We point the urgent need of hearing the voice of all those involved in the process of teaching and learning.

El presente volumen recoge las experiencias llevadas a cabo con docentes de cinco ciudades de Iberoamérica, con el objetivo de lograr un modelo identitario de su mirada urbana. Al mismo tiempo que integra ideas desde la pedagogía, la estética, el arte, la cultura visual, la literatura, el cine, la sociología y el urbanismo, en la medida en que le ayudan a aproximarse a lla complejidad de lo urbano...

¿Cómo podrían haber sido las cosas en España, en educación artística, si Ana Mae Barbosa en vez de ser brasileña hubiera sido española? Me ronda esta pregunta al punto casi de atormentarme porque soy consciente, tras haber leído este libro, de cómo hemos estado de descontextualizados económica, social y políticamente durante años en España del horizonte internacional. El panorama español para los educadores en arte es fruto de una trayectoria histórica tan ajena a la evolución acontecida en Estados Unidos, en Sudamérica y en el resto de Europa; que no puedo más que recomendar la lectura de este libro como forma de expiar nuestras culpas o de desandar lo que nunca llegamos a andar.

Esta autoetnografía describe las luchas de una estudiante universitaria que trata de encontrar la conciliación de la vida estudiantil, familiar y laboral. A través de las experiencias de las compañeras, y de las suyas propias, dibuja el perfil de este tipo de alumnado no tradicional. La literatura relacionada con el tema, le permite revisar sus vivencias y repensar las falsas creencias impuestas por la cultura patriarcal. Usando la autoetnografía, la autora pretende contribuir a la reflexión respecto de las necesidades y problemas que afectan a las madres universitarias, debido a una discriminación por razón de género. Además espera alcanzar una mejor comprensión de las voces de otras madres que participan en las investigaciones desarrolladas, relativas a la conciliación.

The ability of plant cells to maintain cytoplasm ion homeostasis under saline stress is among the main mechanisms involved in salt tolerance. To cope with excess Na + , cells extrude it from the cytoplasm, which requires expenditure of metabolic energy, provided by H + gradients generated by membrane-bound H + -pumps. ABA is well-known to be involved in physiological processes elicited or enhanced by stresses causing cell dehydration. In this work we studied the possible implication of this plant hormone in the control of salt-induced cellular mechanisms conducting to Na + extrusion from the cytoplasm. We used rice ( Oryza sativa L.) cell lines selected for their different tolerance to salinity to measure the response to ABA of H + -pumps and Na + /H + -antiporters associated to the plasma membrane and the tonoplast. Our results show that ABA generally enhances H + -pumping under salt stress but not under control conditions. This effect occurs to a higher extent across the tonoplast in the more tolerant lines (L-T). Na + /H + antiport activity is practically undetectable in calli under control conditions, pre-treated or not with ABA, but shows a strong activation under salinity across the tonoplast, particularly in L-T lines (cv Bahia) and also across de plasma membrane in cv Bomba. In these lines, prior treatments with ABA tend to reduce the NaCl enhanced activity of both antiporters. Overall, under saline conditions ABA seems to affect synergistically H + pumping and antagonistically Na + extrusion. A complex network of positive and negative regulatory signals seems involved in restoring ion cell homeostasis under salt stress.

The balance between family and student life, viewed as the possibility of being a mother and university student at the same time, is still not seen as something usual in higher education. This leads to discrimination against student mothers compared with other students. In this study, using a qualitative, narrative-based methodology based on semi-structured interviews, we analysed the beliefs and attitudes of a total of 73 university students. They reflect on aspects of the academic career that restrict the student-family balance. The students’ opinions revealed the limitations on the possibilities of having children, included some proposals for improvements to the legislation, and their attitudes to the issue. We conclude that there is a need for concrete legislative actions and awareness campaigns addressing both the academic community and the general public, to ensure equality between women and men in higher education., La conciliación estudiantil-familiar, considerada como la oportunidad de compaginar la maternidad con una vida académica, todavía hoy no se contempla con normalidad en la Educación Superior, lo que genera una discriminación, sobre todo, en las madres universitarias con relación a sus compañeros. A través de una entrevista semiestructurada, y adoptando una metodología cualitativa basada en narrativas, en este estudio, analizamos los pensamientos y las actitudes de un total de 73 universitarias/os, que reflexionan sobre los aspectos de la carrera académica que restringen la conciliación estudiantil-familiar. Los resultados nos ofrecen las limitaciones académicas que según el alumnado dificultan las posibilidades de tener hijas/os, sus propuestas legislativas de mejora y sus actitudes al respecto. Concluimos con la necesidad de actuaciones legislativas concretas y campañas de sensibilización, para la comunidad universitaria y la sociedad en general, que garanticen la igualdad entre mujeres y hombres en el contexto de la Educación Superior.

The characterisation of cellular responses to salinity in staple crops is necessary for the reliable identification of physiological markers of salinity tolerance. Under saline conditions, variations in proton gradients that are generated by membrane-bound H⁺ pumps are crucial for maintaining cytoplasm homeostasis. We examined short (15 h) and longer term effects (4 days) of NaCl stress on the H⁺ pumping activities that are associated with the plasma membrane (P-ATPase) and the tonoplast (V-ATPase and V-PPase) in rice (Oryza sativa L.) callus lines that displayed different levels of NaCl tolerance and were established from two japonica rice cultivars. The applied stress conditions were based on those that were used in the induction of a stress-responsive polyubiquitin gene promoter (UBI1) in transgenic rice calli. The most remarkable effect of NaCl stress on H⁺ pumping was the rapid activation of tonoplast-bound pumps; this was particularly observed in cv. Bomba, in which the response of the P-ATPase was slower and showed a higher level of activity after 4 days of stress. The responses were cultivar-dependent; however, in general, a stronger activation occurred in the lines that had a higher tolerance (L-T) than in the less-tolerant (L-S) lines. Substrate hydrolysis was less affected than H⁺ pumping, and it yielded higher H⁺/substrate coupling ratios, which is indicative of an enhanced H⁺ pumping efficiency under saline conditions. The Na⁺/H⁺ antiport activity was generally limited to salt-stressed calli, and higher values and stronger activation of the tonoplast antiporter were observed in the L-T lines than in the L-S lines. The results that were obtained with the NaCl-stressed transgenic lines confirmed the close relationship between metabolic activity, H⁺ pumping and the induction of Na⁺/H⁺ exchange activities.

The work presented is the review of the book “Transeducar. Arte, docencia y derechos LGTB” written by Ricard Huerta. This is a recession with the aim of promoting the reading of the issue and publicizing its strengths. In line with some other reading recommendations I have found published in your magazine, I think it might be interesting for Athenead's readers., El trabajo que se presenta es la reseña del libro “Transeducar. Arte, docencia y derechos LGTB” escrito por Ricard Huerta. Se trata de una recesión con ánimo de promover la lectura del ejemplar y dar a conocer las fortalezas del mismo. En la línea de algunas otras recomendaciones de lectura que he encontrado publicadas en vuestra revista, creo que podría ser interesante para los lectores de la misma.

Aquest estudi aborda la temàtica del desenvolupament del dibuix infantil des d'una perspectiva actualitzada que aprofundeix en els llocs dels que poden procedir nous recursos expressius i comunicatius que els nens, aproximadament a partir dels 7 anys, incorporen progressivament en les seves creacions. El principal objectiu d'aquesta investigació consisteix en detectar les influències de la Cultura Visual televisiva en els dibuixos infantils. La investigació es desenvolupa en un procés compartit amb alumnat de l'assignatura de "Didàctica de l'Educació Plàstica i Visual de l'Educació Primària". Els influxos, que alteren un suposat curs "natural" en l'evolució del dibuix infantil, s'evidencien a partir d'alguns resultats plàstics recollits i analitzats juntament amb estudiants del Grau de Mestre. Les conclusions ens mostren les aportacions d'aquest treball: generar noves mirades cap a les representacions infantils; el tipus d'elements, procedents de referents de la Cultura Visual, que s'incorporen en els dibuixos infantils; la consideració dels futurs mestres d'aprofitar el poder motivador de la Cultura Visual a les seves classes., This study addresses the issue of development of children's drawings from an updated perspective. Delving into the places where it is possible that new expressive and communicative resources are captured. Resources gradually incorporated into the children's creations, from 7 years old. The main objective of this research is to identify the influences of Visual Culture from television in children's drawings. The research takes place in a shared process with students of the subject "Didáctica de la Educación Plástica y Visual de la Educación Primaria". Some visual results, collected and analysed with those students, show the influences that alter an alleged "natural" course in the evolution of children's drawings. It is possible by a Visual Arts Based Educational Research. The findings show the contributions of this work: creating new looks to the infant representations; the type of items, from references in Visual Culture, which are incorporated in children's drawings; consideration of future teachers to harness the motivating power of Visual Culture in their classes, El presente estudio aborda la temática del desarrollo del dibujo infantil desde una perspectiva actualizada que profundiza en los lugares de los que pueden proceder nuevos recursos expresivos y comunicativos que los niños, aproximadamente a partir de los 7 años, incorporan progresivamente en sus creaciones. El principal objetivo de esta investigación consiste en detectar las influencias de la cultura visual televisiva en los dibujos infantiles. La investigación se desarrolla en un proceso compartido con alumnado de la asignatura de “Didáctica de la Educación Plástica y Visual de la Educación Primaria”. Los influjos, que alteran un supuesto curso “natural” en la evolución del dibujo infantil, se evidencian a partir de algunos resultados plásticos recogidos y analizados junto con estudiantes del Grado de Maestro desde una metodología de investigación educativa basada en las artes visuales. Las conclusiones nos muestran las aportaciones de este trabajo: la generación de nuevas miradas hacia las representaciones infantiles; el tipo de elementos, procedentes de referentes de la cultura visual, que se incorporan en los dibujos infantiles; y la consideración de los futuros maestros de aprovechar el poder motivador de la cultura visual en sus clases.

En el presente artículo se muestra un estudio visual sobre el espacio educativo universitario en el que se desarrollan enseñanzas sobre percusión corporal. Como marco metodológico se escoge la Investigación Educativa Basada en las Artes Visuales empleándose la obra de un artista como referente conceptual y metodológico. La investigación queda marcada tanto por la referencia visual a la obra de Isidro Blasco – especialmente con la obra “Shanghai planet 2009”-; como por los paralelismos establecidos entre el objeto de estudio de esta investigación -el análisis espacial- y los focos de interés desvelados por los críticos de arte respecto a la obra de este artista. Mediante un discurso visual formado por 7 fotocollages se visualiza la relación entre cuerpo y espacio educativo en la disposición básica de aprendizaje circular. Las construcciones visuales a modo de fotocollage y su carga estética nos aproximan a la intimidad del espacio educativo, al modo en que se distribuye al alumnado en el aula de música, la materialización de las relaciones interpersonales, los volúmenes ocupados y vacíos. This article demonstrates a visual study on the educational space in which the teaching of body percussion is carried out in universities. The methodological framework is chosen by the Visual Arts Based Educational Research, using the work of an artist as a conceptual and methodological model. The research remains notable (1) due to the theoretical reference to the BAPNE method, (2) due to the visual reference to the work of Isidro Blasco – especially with the piece “Shanghai Planet 2009” - ;(3) due to the parallelisms established between the object of study in this investigation -the spatial analysis- and the focuses of interest revealed by the art critics in relation to the work of this artist. By means of a visual speech formed with 7 photo-collages the relationship between body and educational space is visualized in the basic disposition of circular learning. The visual constructions by way of photo-collage and their aesthetic charge brings us closer to the intimacy of the educational space, in the style in which it is distributed to the students in the music classroom, the materialization of interpersonal relationships, the occupied and empty volumes.

La experimentación del entorno escolar por parte de los escolares, y la reflexión sobre las sensaciones provocadas por los estímulos que alberga; son de interés para determinar la calidad estética de los centros educativos. Son necesarios nuevos instrumentos de recogida de datos que permitan aproximarse a las voces de los escolares de temprana edad. A partir de la Investigación basada en las Artes y mediante técnicas de fomento de la creatividad proponemos un instrumento que combina: la observación participante, como forma de acercamiento; la entrevista y el lenguaje visual para la expresión de respuestas; y el análisis documental por categorías, para la obtención de información.El estudio muestra los resultados de una investigación plural, desarrollado en 3 escuelas de la ciudad de Alicante, y categoriza los lugares preferentes entre el alumnado infantil. Las conclusiones demuestran la relación entre el placer estético, las actividades pedagógicas estimulantes a nivel sensorial y el entorno educativo.

In this paper it is proposed the combination of different methodologies on an historic moment strongly marked by the dialogue between different epistemologies. Plural Research methodology is presented as an encouraging alternative in Art Education’s field. It would combine the major trends in educational research methodology, which according to Marín (2005) are: quantitative, qualitative and artistic.The degree of development reached by the artistic knowledge during last years is profited by means of combining synergistically the quantitative and qualitative concepts learned, as well as its own artistic notions.First, it will be raised the state of this subject in both education and art scientifics communities. Finally, Plural Research main characteristics, advantages and eventual disadvantages will be listed. En el presente artículo se propone la combinación de diferentes metodologías en un momento histórico fuertemente marcado por el diálogo entre diferentes epistemologías. La Investigación Plural se plantea como alternativa metodológica alentadora en el campo de la Educación Artística, combinando las principales tendencias metodológicas en investigación educativa, que según Marín (2005) serían: cuantitativa, cualitativa y artística.Se aprovecha el desarrollo experimentado en los últimos tiempos en el área de conocimiento artístico, al combinar sinérgicamente las nociones cuantitativas y cualitativas adquiridas, así como las nociones artísticas que le son propias.En primer lugar se planteará el estado de la cuestión en la comunidad científica educativa y en la artística. Finalmente se enumerarán las principales características, ventajas y posibles inconvenientes de la Investigación Plural.

The importance of mathematical literacy in any scientific career is widely recognized. However, various studies report lack of numeracy and mathematical literacy in students from various countries. In the present work we present a detailed study of the mathematical literacy of Spanish undergraduate students of Biology enrolled in a Plant Physiology course. We have performed individual analyses of results obtained during the period 2000-2011, for questions in the examinations requiring and not requiring mathematical skills. Additionally, we present the outcome of two interventions introduced with the aim of helping students improve their prospects for success in the course. Our results confirm previous research showing students' deficiencies in mathematical skills. However, the scores obtained for mathematical questions in the examinations are good predictors of the final grades attained in Plant Physiology, as there are strong correlations at the individual level between results for questions requiring and not requiring mathematical skills. The introduction of a laboratory session devoted to strengthening the application of students' previously acquired mathematical knowledge did not change significantly the results obtained for mathematical questions. Since mathematical abilities of students entering university have declined in recent years, this intervention may have helped to maintain students' performance to a level comparable to that of previous years. The outcome of self-assessment online tests indicates that though Mathematics anxiety is lower than during examinations, the poor results obtained for questions requiring mathematical skills are, at least in part, due to a lack of self-efficacy.

A differential demand for copper (Cu) of essential cupro-proteins that act within the mitochondrial and chloroplastal electronic transport chains occurs along the daily light/dark cycles. This requires a fine-tuned spatiotemporal regulation of Cu delivery, becoming especially relevant under non-optimal growth conditions. When scarce, Cu is imported through plasma membrane-bound high affinity Cu transporters (COPTs) whose coding genes are transcriptionally induced by the SPL7 transcription factor. Temporal homeostatic mechanisms are evidenced by the presence of multiple light- and clock-responsive regulatory cis elements in the promoters of both SPL7 and its COPT targets. A model is presented here for such temporal regulation that is based on the synchrony between the basal oscillatory pattern of SPL7 and its targets, such as COPT2. Conversely, Cu feeds back to coordinate intracellular Cu availability on the SPL7-dependent regulation of further Cu acquisition. This occurs via regulation at COPT transporters. Moreover, exogenous Cu affects several circadian-clock components, such as the timing of GIGANTEA transcript abundance. Together we propose that there is a dynamic response to Cu that is integrated over diurnal time to maximize metabolic efficiency under challenging conditions.

Carbohydrate accumulation in young, fully expanded leaves of Citrus sinensis L. Osbeck is affected by the presence of the fruitlet on the shoot. Previous work gave evidence that gibberellins may be involved in this 'fruit effect'. In the present work we have studied the effect of gibberellic acid (GA3) on 14C-sucrose uptake by leaf discs and whether its action could be due to a modulation of the plasma membrane ATPase, which maintains the H+ gradient that drives H+/sucrose co-transport. The effect of GA3 on 14C-sucrose uptake depended on the osmolarity of the assay medium. At 300 mOsm a reduction in the uptake rate was observed. The inhibitory effect of the hormone disappeared after preincubating the leaf discs with para-chloromercuri-phenylsulphonic acid (PCMPS), a sulphydril binding inhibitor. ATPase activity of isolated plasma membrane vesicles was inhibited by IAA treatments, while GA3 or ABA did not affect this enzyme, even after a 3 h preincubation period. However, in the absence of a surfactant in the assay medium, GA3, together with turgor pressure, modulated plasma membrane ATPase activity, possibly through modifications of membrane permeability. The hormone effect on 14 C-sucrose uptake may involve action on the sucrose carrier.

The uptake of acidic and basic sugar derivatives in Lemna gibba L. was studied. Uronic acids applied to the experimental solution (50 millimolar) induced a small decrease of the membrane potential (10 +/- 1 millivolt galacturonic acid, and 20 +/- 4 millivolt glucuronic acid). After incubation of the plants in a 0.1 millimolar solution of these substrates, no decrease in the concentration of reducing groups in the external solution was detected. Respiration increased by 31% with 50 millimolar galacturonic acid, whereas no effect was found with the same concentration of glucuronic acid. Glucosamine caused a considerable concentration-dependent membrane depolarization. ((14)C)glucosamine uptake followed Michaelis-Menten kinetics together with a linear component. Influx of this substrate was inhibited by glucose but the type of competition could not be clearly distinguished. Glucosamine, 50 millimolar, inhibited the respiration rate by 30%. The glucosamine uptake was pH-dependent, with maximum uptake at around pH 7. Lack of enhancement of uptake by low pH as well as the permanent membrane depolarization suggest a uniport mechanism for the charged species of the substrate and an electroneutral diffusion of the uncharged species.

Desde la Facultad de Educación de la Universidad de Alicante, se ofrece a los alumnos de Magisterio, un modo para que el profesorado cree actividades favorecedoras del trabajo colaborativo y el Aprendizaje Basado en Problemas (ABP), basándose en la Cultura Visual conformada a partir de las series infantiles televisivas. Proponemos una estrategia de diseño de entornos infantiles colaborativos de aprendizaje, asentada en el guión de series televisivas, y apropiada para el trabajo en colegios. La táctica consistirá en seguir una serie de fases que garanticen el éxito del diseño didáctico. En primer lugar, saber escoger una serie televisiva adecuada a las necesidades de los escolares. A continuación, analizar con actitud crítica y constructiva su estructura narrativa, las dinámicas, los personajes, los roles, la actitud lúdica e interactiva, los decorados y los contextos. Finalmente, diseñar una actividad, su ambientación y su evaluación, importando los elementos analizados con anterioridad. Los rasgos principales del trabajo colaborativo y las definiciones más complejas quedarán ejemplificados en este artículo a partir de una biblioteca de imágenes, estereotipos y secuencias, familiares para el público infantil y adulto. From the Faculty of Education in the University of Alicante, we provide teacher training students with a suitable approach in order to create activities that are on the side of Collaborative Work and Problem Based-Learning (PBL), based on Visual Culture created from children’s television series. We propose a design strategy for children’s collaborative learning environments. This approach is based on TV series scripts, as they are suitable to be developed in schools. According to the strategy, some stages must be carried out so success is guaranteed in the didactic design field. First, the TV serial must be appropriate and well chosen according to the students’ learning needs. Second, narrative structures, dynamics, characters, roles, play-based elements, scenery and all contexts must be analyzed with a critical and positive approach. Finally, an activity and its contexts are especially designed as well as the assessment method, taking into consideration all the above mentioned elements. The main Collaborative Work features as well as complex definitions will be illustrated in this paper by means of images, sequences and stereotypes which may be recognizable for all type of audiences such as children, youngsters or adults.

Partimos de la deriva como práctica artística contemporánea, con reconocidos antecedentes históricos. El objetivo principal es experimentar las potencialidades pedagógicas de la observación de entornos urbanos de forma colaborativa y mediada por las TIC a través de la deriva, como artistas/investigadores/docentes encargados de la formación del profesorado, para poder introducir este tipo de iniciativas en el entorno educativo. La A/R/Tografía como método de Investigación Basada en las Artes facilita usar la deriva simultáneamente como práctica artística, proceso investigador y experiencia de aprendizaje docente. Los resultados se exponen a través de narrativas personales que muestran reflexiones sobre el proceso de comprensión compartida en torno a las ciudades de Porto y Paris. Las conclusiones establecen los requerimientos de lo que acuñamos como deriva paralela pedagógica: establecer filtros cognitivos para focalizar el proceso de enseñanza-aprendizaje; promover una actitud y mirada hacia la ciudad centrada en la experiencia estética y crítica; garantizar, para el aprendizaje colaborativo, la interdependencia positiva, la responsabilidad personal, la evaluación compartida y la interacción cara a cara final. Los valores que promueve la deriva paralela pedagógica, como el autoconocimiento, la empatía y la creación de lazos con otras personas, tendrían implicaciones positivas en su implementación en procesos de internacionalización educativa. This research starts from the drift as a contemporary artistic practice, which has a recognized historical background. The main objective is to experience the pedagogical potential of the observation of urban environments in a collaborative manner mediated by ICT through the drift, and thus, as artists/researchers/teachers in charge of teacher training, to be able to introduce these kinds of initiatives in the educational environment. A/R/Tography as an Art-Based Research method facilitates the simultaneous use of the drift as an artistic practice, an investigative process and a teacher learning experience. The results are presented through personal narratives that show thoughts on the process of shared understanding in the cities of Porto and Paris. The conclusions set out the requirements of the pedagogical parallel drift: to establish cognitive filters to focus on the teaching-learning process; to promote an attitude and way of looking toward the city centred on the aesthetic and critical experience; to ensure positive interdependence, personal responsibility, shared assessment and face-to-face interaction for collaborative learning. The values that are promoted by the pedagogical parallel drift, like self-awareness, empathy, and the creation of bonds with other people, would have positive implications if implemented in education internationalization programs. Partimos da deriva como prática artística contemporânea, com reconhecidos antecedentes históricos. O principal objetivo é experimentar as potencialidades pedagógicas da observação de ambientes urbanos, de forma colaborativa e mediada pelas TIC através da deriva, como artistas/investigadores/docentes responsáveis pela formação de professores, para podermos introduzir este tipo de iniciativas no ambiente educativo. A A/R/Tografia como método de Investigação Baseada nas Artes permite utilizar a deriva, simultaneamente, como prática artística, processo de investigação e experiência de aprendizagem docente. Os resultados são apresentados através de narrativas pessoais que mostram reflexões sobre o processo de compreensão partilhada, em torno das cidades do Porto e de Paris. As conclusões estabelecem os requisitos do que apelidamos de deriva paralela pedagógica: estabelecer filtros cognitivos para focalizar o processo de ensino-aprendizagem; promover uma atitude e um olhar sobre a cidade centrado na experiência estética e crítica; assegurar, para a aprendizagem colaborativa, a interdependência positiva, a responsabilidade pessoal, a avaliação partilhada e a interação cara a cara final. Os valores que promove a deriva paralela pedagógica, como a autoconsciência, a empatia e a criação de laços com outras pessoas, têm implicações positivas na sua implementação em processos de internacionalização na educação.

This research aims to contribute to the improvement of initial teacher training in Art Education. For this purpose Arts-Based Educational Research methodology is used to unveil invisibilities that occur in the field of situated cognition. We will approach to three main themes that are developed in the university classrooms by using photography and also by using text fragments associated with pictures. Those themes are: artistic activities, interpersonal relationships, situations and environments.

INTRODUCCIO. Aquesta investigacio intenta descobrir les experiencies de les persones que son mares i al mateix temps alumnes en l’educacio superior, que miren d’equilibrar les moltes responsabilitats associades amb els seus papers de mare, membre de la familia, amiga i estudiant universitaria. S’aborda la problematica de la conciliacio estudiantil familiar des d’una perspectiva de genere. METODE. En aquest estudi, a partir d’una metodologia feminista qualitativa basada en narratives mitjancant entrevistes semiestructurades, s’analitzen les creences i actituds d’un total de tretze estudiants universitaries. RESULTATS. A traves del pensament narratiu, emprem les seves histories com un mitja per interpretar les relacions pedagogiques i l’accio entre iguals, i tambe entre professorat i mares universitaries. DISCUSSIO. Arribem a la conclusio que es necessiten accions legislatives concretes i campanyes de sensibilitzacio dirigides tant a la comunitat academica com a la societat en general, per assegurar bones relacions socials entre mares i «altres» a la universitat.