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The shortage of water in the Iberian Peninsula has become one of the most pressing environmental problems and of greater transcendence in recent decades. This issue is also underlined at the international level because of climate change. The proliferation of interpretation centers that focus their attention on water in Spain is a relevant response to the need for public awareness of the problem of water as a scarce resource, as well as at the international level. Among the issues that we raise in this work we highlight: to what extent has been the strategy of the construction of Water Interpretation Centers (WIC) and if its contents, methodologies, resources and facilities have e ectively contributed to a greater awareness of the population on the problem of water? Finally, how are these centers fragile in time in relation to their stability and the working conditions of their sta ? The methodology is based on descriptive–evaluative research, with the following phases: preparation of a census of interpretation centers at the state level, and the design and submission of a form around six topics and data analysis. In conclusion, we can highlight that 150 centers have been registered. Finally, the main conclusion is that the crisis has a ected the sector, causing a drop in financing and in the supply of activities, where it has not recovered at present., Ministry of Economy and Competitiveness of the Government of Spain, European Union (EU) RTI2018-094074-B-100, Sustainability in Higher Education: Evaluation of the scope of the 2030 Agenda in curriculum innovation and teacher professional development in Andalusian Universities B-SEJ-424-UGR18

Resumen Los ecosistemas acuáticos generan una serie de servicios fundamentales para mantener el bienestar humano y el mantenimiento de la vida en la biosfera. Sin embargo, la actividad humana está generando un gran impacto en dichos ecosistemas, pues altera el funcionamiento y el mantenimiento de estos, así como pone en riesgo la supervivencia y el bienestar humano. Para ello, es fundamental determinar si los diferentes recursos didácticos que trabajan la temática agua en la educación formal están permitiendo generar dicho conocimiento y una conciencia social ambiental sobre dicha cuestión. El artículo tiene como objeto diseñar y aplicar un modelo de evaluación de mapas conceptuales a una muestra de 23 estudiantes de tercer grado de Educación Secundaria Obligatoria en Huelva, España, con el fin de detectar, por un lado, las ideas previas, y por otro, identificar si se produjo aprendizaje conceptual y actitudinal en torno al agua tras el desarrollo de un recurso educativo. Para ello, se llevó a cabo un plan de intervención en el aula, de carácter mixto, consistente en 3 sesiones de trabajo. Se utilizaron, además los mapas conceptuales como técnica de recolección de datos. Los resultados de la investigación señalan que el análisis de cada uno de los elementos de los mapas conceptuales (número de conceptos, número de conectores, nivel de jerarquía, impacto visual y las relaciones entre los conceptos), aumentó después de la aplicación del recurso didáctico. En conclusión, el recurso educativo favoreció el aprendizaje conceptual y actitudinal en torno la importancia del recurso hídrico de los ecosistemas acuáticos agua, con lo cual se obtuvieron mejores niveles de aprendizaje. Abstract The aquatic ecosystems generate a number of essential services for maintaining human well-being and maintaining life in the biosphere. However, human activity is having a great impact on these ecosystems, altering the operation and maintenance of them, as well as putting at risk the survival and the human well-being. For this, it is fundamental to determine if the different didactic resources that work the theme water in the formal education, are allowing to generate such knowledge and an environmental social conscience. The objective of this article is to design and apply a conceptual map evaluation model to a sample of 23 students from 3rd level of Compulsory Secondary Education, in order to detect, on the one hand, the previous ideas, and on the other hand, the identification of conceptual and attitudinal learning about water, following the development of an educational resource. For this purpose, a mixed classroom intervention plan was carried out, consisting of 3 work sessions, using conceptual maps as a data collection technique. The results of the research indicate that the analysis of each element of the conceptual maps (number of concepts, number of connectors, level of hierarchy, visual impact and relations between concepts) increased after the application of the didactic resource. In conclusion, the educational resource fosters the conceptual and attitudinal learning about water, obtaining better levels of learning.

What kind of serious games dealing with climate change are out there? Do these types of games share similar quality levels across borders? The purpose of this article is to carry out a comparative quality assessment of games produced in two different countries: United States and Spain. For this purpose, we develop and put into practice a tool to assess the quality of thirty games (fifteen US American and fifteen Spanish) based on the opinion of experts through the Delphi method. Criteria are categorized into identification, narrative, contents, gameplay, and didactics. The results show that these games share similarities but also differ from each other, which bring us to establish different quality scenarios for different countries. The total scores reveal a higher quality level of United States serious games on climate change.

Videogames have become educational, communicative and social tools among the young, favouring the acquisition of skills, abilities and values, encompassing an endless number of themes, and helping them to experience and to face, in the first person, a great diversity of environmental situations and ecology problems. Thus, the present article aims: (a) to evaluate a sample of 20 educational videogames about water, making use of some empirical criteria of quality; and (b) to design, validate and apply an integrated quality indicator of educational videogames on water, based on the aspects of narrative, gameplay and education, which allows us to obtain a ranking. The findings reflect a ranking of games allowing us to suggest that the nature of the game (simulation, adventures, platforms or questions) does not determine the quality of the game, although generally simulations and adventure games are placed in a range of medium- or high-quality, as well as those games that pursue objectives related to the design and management of a territory in a sustainable way. The paper provides teachers with quality criteria based on narrative and gameplay that complement and enrich the pedagogical dimension., This research received funding of the Excelence Unit of Research, Faculty of Education & Vicerectorate of Research and Transference, University of Granada.

Videogames have become educational, communicative and social tools among the youngest, favouring the acquisition of skills, abilities and values, encompassing an endless number of themes, and help to experience and to face, in the first person, a great diversity of environmental situations and ecology problems. Thus, the present article aims: a) the evaluation of a sample of 20 educational videogames about water, making use of some empirical criteria of quality; and b) the design, validation and application of an integrate quality indicator of educational videogames on water, based on the aspects of narrative, gameplay and didactics to that sample, which allows us to obtain a ranking. The findings reflect a ranking of games allows to suggest that the nature of the game (simulation, adventures, platforms or questions) does not determine the quality of the game, although generally simulations and adventure games are placed in a range of medium or high quality, as well as those games that pursue objectives related to the design and management of a territory in a sustainable way. The paper provides teachers with quality criteria based on narrative and gameplay that complement and enriches the pedagogical dimension.

Polycystic ovary syndrome (PCOS) is a complex and heterogeneous disease that involves menstrual dysfunction and reproductive difficulty, as well as metabolic problems. The aim of this study was to assess the effectiveness of myo-inositol (MYO) and d-chiro-inositol (DCI) on improving oocyte or embryo quality and pregnancy rates for women with PCOS undergoing intracytoplasmic sperm injection (ICSI). We searched the Web of Knowledge, MEDLINE, EMBASE, Pubmed, Scopus and Cochrane databases for all articles published in any language up to March 2017. The selection criteria were as follows: (population) patients with PCOS; (intervention) treatment with inositol (MYO, DCI, or both, with any dose and any duration) in conjunction with an ovulation-inducing agent versus the ovulation-inducing agent alone; (outcome) oocyte and embryo quality; (study design) randomized controlled trials. Of 76 identified studies, eight RCTs were included for analysis comprising 1019 women with PCOS. MYO supplementation was insufficient to improve oocyte quality (OR 2.2051; 95% CI 0.8260 to 5.8868), embryo quality (OR 1.6231, 95% CI 0.3926 to 6.7097), or pregnancy rate (OR 1.2832, 95% CI 0.8692 to 1.8944). Future studies of appropriate dose, size and duration of DCI are vital to clarify its the role in the management of PCOS.

This paper is intended to help lay the groundwork for the formulation and design of programs and materials for environmental education focused on water issues and based on the perspective of the new water culture and ecosystem services. The methodology is based on a study of the type of environmental education promoted in a sample of programs and resources whose focus is water: identifying under what paradigm is inserted, which models implicitly management supports them and if there is a mention explicitly to ecosystem services such as conceptual support a modern approach to the topic of study in two countries such as Spain and Mexico. As a result, a set of criteria and recommendations help to guide and reorient educational intervention programs are proposed interested in addressing water issues from more advanced conceptual approaches and new generation.