Pub Date : 2022-01-01DOI: 10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1103
Ana González Robles, Mercedes Vázquez-Vílchez
This paper describes the design and development of a educational resource based on game-based learning, a board game entitles S.O.S. Civilizaciones. Its goal is improving the knowledges of high school students in the environmental and social problems of twenty first century, using the Sustainable Development Goals (UN). Game challenges have been designed according to the 2o Bachelor curricullum of CTMA subject. Additionally, we showed how this resource could be also used to work transversal items of secondary school in 4o ESO classes. Two theoretical frameworks have been used to evaluate whether the resource design is useful to motivate students and create pro-environmental engagement.
{"title":"Propuesta educativa para promover compromisos ambientales a través de los Objetivos de Desarrollo Sostenible en Bachillerato: el juego S.O.S Civilizaciones","authors":"Ana González Robles, Mercedes Vázquez-Vílchez","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1103","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1103","url":null,"abstract":"This paper describes the design and development of a educational resource based on game-based learning, a board game entitles S.O.S. Civilizaciones. Its goal is improving the knowledges of high school students in the environmental and social problems of twenty first century, using the Sustainable Development Goals (UN). Game challenges have been designed according to the 2o Bachelor curricullum of CTMA subject. Additionally, we showed how this resource could be also used to work transversal items of secondary school in 4o ESO classes. Two theoretical frameworks have been used to evaluate whether the resource design is useful to motivate students and create pro-environmental engagement.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2201
Marlene Morales, Katherine Acosta-García, Carlos Rodríguez
{"title":"El rol docente y la indagación científica: análisis de una experiencia sobre plagas en una escuela vulnerable de Chile","authors":"Marlene Morales, Katherine Acosta-García, Carlos Rodríguez","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2201","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2201","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3206
M. Eugenio, Lidón Monferrer, Inés Ortega, Mireia Adelantado
{"title":"Estudiando los polinizadores en el contexto del huerto ecodidáctico universitario: presentación de una SEA","authors":"M. Eugenio, Lidón Monferrer, Inés Ortega, Mireia Adelantado","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3206","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3206","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69607070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3601
Laura Martín-Ferrer, Arnau Amat Vinyoles, Mariona Espinet Blanch
{"title":"Aprender a diseñar juegos para la enseñanza de las ciencias en la formación inicial de maestras y maestros en educación primaria","authors":"Laura Martín-Ferrer, Arnau Amat Vinyoles, Mariona Espinet Blanch","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3601","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3601","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69608097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3603
C. García-Ruiz, Verónica Torres-Blanco, Teresa Lupión-Cobos
{"title":"Analizando la alfabetización en salud sobre COVID-19 del profesorado en formación inicial","authors":"C. García-Ruiz, Verónica Torres-Blanco, Teresa Lupión-Cobos","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3603","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3603","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69608126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"La cultura del agua en los libros de texto","authors":"Alicia Benarroch Benarroch, Freddy Enrique Castro Velásquez, Vilma Jannett Clavijo Cuervo, Alejandra Ramírez-Segado","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1501","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1501","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"12 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1602
A. Larraín, Marisol Gómez, M. Calderón, Gabriel Fortes de Macedo, F. Ramírez, Valentina Guzmán, H. Cofré
Science teaching has been called to contribute to citizenship insofar as it requires scientific competencies such as articulating theory and evidence, and the critical evaluation of different points of view. To promote argumentation in science teaching is key but not simple and requires teachers’ pedagogical content knowledge (PCK) of argumentation. International literature has reported low PCK of argumentation in science teachers, but we scarcely know about this in Spanish speaking countries. is paper reports a study aimed at describing the PCK of argumentation on 10 primary science teachers in Chile. Lessons were video recorded, and interviews were conducted. Results show low PCK of argumentation overall, and declarative PCK does not necessarily relates with procedimental PCK. Moreover, different configurations of the dimensions of PCK of argumentation were observed, suggesting that there is not one possible learning progression, but different ones. Educational and scientific implications are discussed.
{"title":"Descripción del conocimiento pedagógico del contenido de la argumentación en docentes que enseñan ciencias naturales en educación pública en Chile","authors":"A. Larraín, Marisol Gómez, M. Calderón, Gabriel Fortes de Macedo, F. Ramírez, Valentina Guzmán, H. Cofré","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1602","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1602","url":null,"abstract":"Science teaching has been called to contribute to citizenship insofar as it requires scientific competencies such as articulating theory and evidence, and the critical evaluation of different points of view. To promote argumentation in science teaching is key but not simple and requires teachers’ pedagogical content knowledge (PCK) of argumentation. International literature has reported low PCK of argumentation in science teachers, but we scarcely know about this in Spanish speaking countries. is paper reports a study aimed at describing the PCK of argumentation on 10 primary science teachers in Chile. Lessons were video recorded, and interviews were conducted. Results show low PCK of argumentation overall, and declarative PCK does not necessarily relates with procedimental PCK. Moreover, different configurations of the dimensions of PCK of argumentation were observed, suggesting that there is not one possible learning progression, but different ones. Educational and scientific implications are discussed.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"6 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2101
L. Lopez Gonzalez, Antonio de Pro Bueno
{"title":"¿Qué sabe el alumnado de 3º de la ESO sobre robótica?","authors":"L. Lopez Gonzalez, Antonio de Pro Bueno","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2101","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2101","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1104
Tamara Esquivel Martín, José Manuel Pérez Martín, Beatriz Bravo Torija
Schooling should make citizens scientifically literate in order to make informed decisions on socio-scientific issues, such as the use of pseudo-therapies to treat cancer. erefore, it is necessary to know how learning is being assessed at all educational stages. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2022, vol. 19, núm. 1, Enero-Abril, I... PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto However, there are hardly any studies that consider how the learning of Biology acquired during the Baccalaureate is evaluated in the university entrance exams (EvAU). us, in this paper, we analyse the cognitive demand required to answer the 188 questions on a biological process as relevant as cell division, which have been asked in the EvAU Biology exams of the Community of Madrid from 2002 to 2019; distinguishing among product, narrative and process questions. e results show a predominance of narrative and product questions, with lower cognitive demand, with a clear trend towards an increase in product questions until 2016. In addition, some statements are repeated and questions tend to focus on: mitosis, animal cells, chromosome dynamics or stages such as anaphase; ignoring other important structures and moments of the process such as the achromatic spindle or the prometaphase. Possible improvements are discussed, such as the inclusion of process questions that require decision making.
学校教育应该使公民具备科学素养，以便在社会科学问题上做出明智的决定，例如使用伪疗法治疗癌症。因此，有必要了解在各个教育阶段学习是如何被评估的。《Eureka sobre Enseñanza y Divulgación科学研究》，2022年，第19卷，núm。1、Enero-Abril，我…然而，几乎没有任何研究考虑如何在大学入学考试(EvAU)中评估学士学位期间获得的生物学学习。us，在本文中，我们分析了回答188个与细胞分裂相关的生物过程所需的认知需求，这些问题已在2002年至2019年马德里共同体EvAU生物学考试中提出;区分产品、叙述和过程问题。结果显示，叙事性和产品性问题占主导地位，认知需求较低，直到2016年，产品性问题有明显的增加趋势。此外，一些陈述是重复的，问题往往集中在:有丝分裂，动物细胞，染色体动力学或阶段，如后期;忽略过程中其他重要的结构和时刻，如消色差纺锤体或前期。讨论了可能的改进，例如包含需要决策的过程问题。
{"title":"¿Qué evalúan las preguntas sobre división celular en las pruebas de acceso a la universidad?","authors":"Tamara Esquivel Martín, José Manuel Pérez Martín, Beatriz Bravo Torija","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1104","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1104","url":null,"abstract":"Schooling should make citizens scientifically literate in order to make informed decisions on socio-scientific issues, such as the use of pseudo-therapies to treat cancer. erefore, it is necessary to know how learning is being assessed at all educational stages. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2022, vol. 19, núm. 1, Enero-Abril, I... PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto However, there are hardly any studies that consider how the learning of Biology acquired during the Baccalaureate is evaluated in the university entrance exams (EvAU). us, in this paper, we analyse the cognitive demand required to answer the 188 questions on a biological process as relevant as cell division, which have been asked in the EvAU Biology exams of the Community of Madrid from 2002 to 2019; distinguishing among product, narrative and process questions. e results show a predominance of narrative and product questions, with lower cognitive demand, with a clear trend towards an increase in product questions until 2016. In addition, some statements are repeated and questions tend to focus on: mitosis, animal cells, chromosome dynamics or stages such as anaphase; ignoring other important structures and moments of the process such as the achromatic spindle or the prometaphase. Possible improvements are discussed, such as the inclusion of process questions that require decision making.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"41 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1203
Emiliano Foresto, Maria Andrea Amuchastegui, C. Núñez, Luis Exequiel Ibarra
A pesar de la importancia que presentan las salidas al campo y el trabajo experimental en la sanidad vegetal, las carreras de Ingenieria Agronomica y similares carecen de estas actividades en sus programas. Para abordar esa deficiencia desarrollamos una propuesta basada en una clase experimental usando los bancos de semillas del suelo (BSS) para promover el estudio de la biologia y ecologia de las malezas en un curso de grado para aspirantes a Ingenieros Agronomos. Durante el desarrollo de la propuesta, el alumnado realiza recoleccion de muestras del BSS en un campo agricola-ganadero sometido a diferentes tipos de labranza y por medio de una metodologia que combina salidas al campo, trabajo en laboratorio y procesamiento estadisticos de resultados, evaluando diferentes aspectos del BSS del area de estudio con la entrega de un informe final de la experiencia. La propuesta utiliza materiales de bajo costo y equipamiento que resulta de uso comun en cualquier laboratorio universitario, la metodologia es sencilla y facilmente reproducible, como asi tambien, libre de riesgos para la salud humana, siendo facilmente aplicable en cualquier centro de ensenanza universitario o secundario. Este conjunto de experimentos deberia ayudar al alumnado a desarrollar diferentes habilidades como el manejo y diseno de ensayos experimentales y a promover sus capacidades de discutir y resolver problemas practicos, asi como de sacar conclusiones de sus observaciones y los resultados obtenidos. Finalmente, esta actividad practica les pone en contacto con su futura carrera profesional y, ademas, les brinda una posibilidad de iniciarse en el campo de la investigacion. Esta propuesta tiene como objetivo aumentar la capacidad del alumnado para resolver problemas utilizando metodos cientificos flexibles, desarrollar habilidades como el manejo de ensayos experimentales y la capacidad de discutir sus observaciones o resultados obtenidos. Palabras clave: banco de semilla del suelo; malezas; didactica de las ciencias agronomicas; metodologia experimental; educacion superior. The soil seed bank: A simple, reproducible and inexpensive experimental methodology to learn about the biology of weeds. Abstract: Despite the importance of field trips and experimental works in plant health, Agronomic Engineering and similar careers lack these types of activities in their programs. To address this deficiency, we developed a proposal based on an experimental class using soil seed banks (SSB) to promote the study of the biology and ecology of weeds in an undergraduate course for aspiring agronomists. During the development of the proposal, the students collect samples from the SSB in an agricultural-livestock field subjected to different types of tillage and through a methodology that combines field trips, laboratory work and statistical processing of results, evaluating different aspects of the SSB of the study area with the delivery of a final report of the experience. The proposal uses low-c
尽管实地考察和植物健康方面的实验工作很重要，但农业工程等职业在其课程中缺乏这些活动。为了解决这一不足，我们提出了一项建议，以利用土壤种子库(BSS)的实验班为基础，在为有抱负的农学家工程师开设的本科课程中促进杂草生物学和生态学的研究。提案的过程中,该学生recoleccion的展示在一个字段agricola-ganadero受到不同类型结合的耕作和通过metodologia输出乡下,在实验室工作和处理第1的结果,评估区域研究的各个方面提供最后报告的体验。该方案使用任何大学实验室常用的低成本材料和设备，方法简单且易于复制，对人类健康没有风险，易于适用于任何大学或中学教学中心。这一套实验应该帮助学生发展不同的技能，如处理和设计实验论文，提高他们讨论和解决实际问题的能力，并从他们的观察和结果中得出结论。最后，这种实践活动让他们接触到未来的职业生涯，也让他们有机会进入研究领域。这项建议旨在提高学生使用灵活的科学方法解决问题的能力，发展技能，如处理实验论文和讨论他们的观察或结果的能力。关键词:土壤种子库;杂草;农业科学的教学;metodologia试点;高等教育。土壤种子库:一种简单、可复制和成本低的学习杂草生物学的实验方法。摘要:尽管植物卫生、农学工程和类似职业的实地考察和实验工作很重要，但它们的方案中缺乏这类活动。为解决这一不足，我们制定了一项建议，以利用土壤种子库的实验班为基础，在为有抱负的农学家开设的本科生课程中促进对杂草生物学和生态学的研究。During the development of the提案,the students collect samples from the摘自in an agricultural-livestock field因to不同类型tillage and through a方法combines field产权,实验室工作和统计processing of成果,评价不同aspects of the摘自of the study area with the delivery of a report of the experience的结局。该提案使用任何大学实验室常用的低成本材料和设备，方法简单且易于复制，对人类健康没有风险，适用于任何大学或中学。这一套实验应帮助学生发展不同的技能，如实验试验的管理和设计，促进他们讨论和解决实际问题的能力，并从他们的观察和结果中得出结论。最后，这一实际活动使他们接触到未来的职业生涯，也使他们有机会开始研究领域。这项建议旨在提高学生利用灵活的科学方法解决问题的能力，并培养处理实验试验和讨论其观察结果或结果等技能。关键词:土壤种子库;weeds;农业科学教学;实验方法;大学教育
{"title":"El banco de semillas del suelo. Una metodología experimental sencilla, reproducible y de bajo costo para aprender sobre la biología de las malezas","authors":"Emiliano Foresto, Maria Andrea Amuchastegui, C. Núñez, Luis Exequiel Ibarra","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1203","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1203","url":null,"abstract":"A pesar de la importancia que presentan las salidas al campo y el trabajo experimental en la sanidad vegetal, las carreras de Ingenieria Agronomica y similares carecen de estas actividades en sus programas. Para abordar esa deficiencia desarrollamos una propuesta basada en una clase experimental usando los bancos de semillas del suelo (BSS) para promover el estudio de la biologia y ecologia de las malezas en un curso de grado para aspirantes a Ingenieros Agronomos. Durante el desarrollo de la propuesta, el alumnado realiza recoleccion de muestras del BSS en un campo agricola-ganadero sometido a diferentes tipos de labranza y por medio de una metodologia que combina salidas al campo, trabajo en laboratorio y procesamiento estadisticos de resultados, evaluando diferentes aspectos del BSS del area de estudio con la entrega de un informe final de la experiencia. La propuesta utiliza materiales de bajo costo y equipamiento que resulta de uso comun en cualquier laboratorio universitario, la metodologia es sencilla y facilmente reproducible, como asi tambien, libre de riesgos para la salud humana, siendo facilmente aplicable en cualquier centro de ensenanza universitario o secundario. Este conjunto de experimentos deberia ayudar al alumnado a desarrollar diferentes habilidades como el manejo y diseno de ensayos experimentales y a promover sus capacidades de discutir y resolver problemas practicos, asi como de sacar conclusiones de sus observaciones y los resultados obtenidos. Finalmente, esta actividad practica les pone en contacto con su futura carrera profesional y, ademas, les brinda una posibilidad de iniciarse en el campo de la investigacion. Esta propuesta tiene como objetivo aumentar la capacidad del alumnado para resolver problemas utilizando metodos cientificos flexibles, desarrollar habilidades como el manejo de ensayos experimentales y la capacidad de discutir sus observaciones o resultados obtenidos. Palabras clave: banco de semilla del suelo; malezas; didactica de las ciencias agronomicas; metodologia experimental; educacion superior. The soil seed bank: A simple, reproducible and inexpensive experimental methodology to learn about the biology of weeds. Abstract: Despite the importance of field trips and experimental works in plant health, Agronomic Engineering and similar careers lack these types of activities in their programs. To address this deficiency, we developed a proposal based on an experimental class using soil seed banks (SSB) to promote the study of the biology and ecology of weeds in an undergraduate course for aspiring agronomists. During the development of the proposal, the students collect samples from the SSB in an agricultural-livestock field subjected to different types of tillage and through a methodology that combines field trips, laboratory work and statistical processing of results, evaluating different aspects of the SSB of the study area with the delivery of a final report of the experience. The proposal uses low-c","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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