Libros y capítulos de libros DCIE - ZIES Liburuak eta liburuen kapituluak

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Open Access
4-Hydroxy-4-methylpent-1-en-3-one
(Wiley, 2019) Palomo, Claudio; Oiarbide, Mikel; García Castillo, Jesús María; Ciencias; Zientziak
[22082-43-5] C6H10O2 (MW 114.14) InChI = 1S/C6H10O2/c1-4-5(7)6(2,3)8/h4,8H,1H2,2-3H3 InChIKey = CANVUQXZGKVFSR-UHFFFAOYSA-N (electrophilic alkene used as an equivalent of acrylic acid and derived esters in Diels–Alder and 1,3-dipolar cycloaddition reactions, as well as conjugate addition reactions of carbon-centered nucleophiles, and also used as a surrogate of acrolein and vinyl ketones)
Open Access
Aprendizaje significativo del medio natural, a través de mapas conceptuales y la narración oral en Educación Infantil: experiencia en el aula
(Gedisa, 2021) Pérez de Villarreal Zufiaurre, Maider; Ciencias; Zientziak
El aprendizaje significativo es el punto de inflexión entre el contexto educativo cercano a modelos conductistas y positivistas y otro, cercano a modelos socio-cognitivos y constructivistas, que permiten al alumnado ser capaces de construir y dominar su conocimiento, favoreciendo el espíritu crítico y creativo. Sin embargo, la capacidad de aprender significativamente, no se adquiere fácilmente, sino que requiere de un esfuerzo por parte del alumnado y un cambio de actitud proclive a “aprender a aprender”. Este esfuerzo, no sería necesario si desde la etapa de educación infantil, se familiarizara a los niños y niñas con la construcción de mapas conceptuales para alcanzar un aprendizaje duradero y persistente en su estructura cognitiva. Puesto que en esta etapa gran parte de los niños y niñas aún no saben leer, se pueden realizar mapas conceptuales con imágenes, ayudando con narraciones orales, que favorecerán la asociación de objeto-concepto y significado. En este artículo se narra una experiencia en el aula en la que se combinaron ambas estrategias didácticas, enmarcadas en metodologías activas de cooperación entre pares y constructivismo, y se observó que contribuyeron a aumentar la motivación y el aprendizaje significativo en el área de conocimiento del entorno de Educación Infantil. Si esta estrategia continuara en las siguientes etapas educativas, y se hiciera un seguimiento del alumnado, podría conseguirse una ruptura de los modelos conductistas aún imperantes en la mayor parte de los sistemas educativos, favoreciendo un aprendizaje significativo y más cercano a las necesidades del siglo XXI.
Open Access
Determinants and tools to evaluate the ecological sustainability of using forest biomass as an alternative energy source
(2018) Blanco Vaca, Juan Antonio; Candel Pérez, David; Lo, Yueh-Hsin; Ciencias; Zientziak; Gobierno de Navarra / Nafarroako Gobernua, PI037 InFORest
Forest biomass, the most ancient of fuels, is again in the center of renewable energy production. This chapter provides an introductory view of the main factors that condition the ecological sustainability of this energy source. The basic concepts of ecological sustainability, ecological rotation, and ecological thresholds (among others) are presented. The state of the art on approaches to assess the sustainability of forest biomass production for heat and electricity is discussed, and tools available for decision-makers to evaluate the sustainability of forest biomass production and management are described. This chapter then describes the main advantages and drawbacks of forest certification, growth and yield tables, and ecological models in relationship to their use in sustainable forest management for biomass and energy production.
Open Access
Digital narratives for biology learning
(Springer, 2022) Napal Fraile, María; Zudaire Ripa, María Isabel; Uriz Doray, Irantzu; Calvelhe Panizo, Lander; Ciencias; Zientziak; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
Digital storytelling (DS) implies creating reflective or instructive stories, which engage the learner and may promote higher order thinking skills and deeper learning. Moreover, digital technology allows for creating meaningful and attractive stories at low cost and with little technical requirements, enhancing motivation and engagement with the task. However, successfully implementing DS requires good digital competence and sound content knowledge. Here we present the results of a five-session training programme that sought to provide specific instruction and to accompany teachers in the implementation of digital storytelling. It comprised tools for structuring scientific knowledge, ideas about good questions, representations of modes alternative to written language, and the integration of art and editing tools. The teachers had major difficulties in organizing information in meaningful ways and working with crosscutting concepts. From the analysis, it became evident that the complexity of the digital artifact attracted most of the time and effort, detracting from treatment of the scientific concepts; although the teacher attendees assimilated effectively the technical tips offered, there was considerable resistance to changing the way of teaching, which may preclude the implementation of innovative methodologies of this kind.
Open Access
The effect of adult intervention in the development of science process skills
(Springer, 2024) Napal Fraile, María; Vázquez Bienzobas, Lara; Zudaire Ripa, María Isabel; Uriz Doray, Irantzu; Ciencias; Zientziak; Institute for Advanced Social Research - ICOMMUNITAS
Contrary to the commonly held belief that preschool children are not prepared to understand certain scientific phenomena, studies have shown at least an incipient command of science process skills (SPS) whenever children are provided with various opportunities and contexts for learning. Specifically, the degree of adult intervention may strongly determine learning outcomes, especially if this role consists of guiding exploration with productive questions that help the children focus their attention on the phenomena of interest. This research was aimed at assessing the impact of different styles of adult intervention on the learning of and engagement with science tasks, in the context of a proposal intended to develop SPS among young children. Forty-two children aged 4-6 were subdivided in three groups and participated in various science proposals under different styles of adult intervention: children-led, adult-led or scaffolded exploration. While the adult-led group attained the most detailed learning of concepts, the scaffolded exploration group improved their basic SPS more. The children-led intervention had the poorest results. The type of questions proved crucial, with productive questions which prompt the children to focus their attention or find a solution leading to much more accurate and complete answers.
Open Access
La emigración en el aula infantil: cuentos didácticos sobre animales migratorios y modelos de conocimiento
(Thomson Reuters-Aranzadi, 2022) Pérez de Villarreal Zufiaurre, Maider; Ciencias; Zientziak
Open Access
Evolución de la formación docente en materia digital en Andalucía
(Dykinson, 2023) Contreras Cintado, Eduardo; Napal Fraile, María; Ciencias; Zientziak; Institute for Advanced Social Research - ICOMMUNITAS
El objetivo de este trabajo es llevar a cabo una caracterización de los cursos de formación en materia digital ofertada al profesorado en Andalucía, para ver si con el paso del tiempo la finalidad de las formaciones han contemplado que el profesorado, además de conocer las distintas herramientas tecnológicas del momento, puede llegar a utilizarlas de forma didáctica y pedagógica en las aulas, puesto que el nivel de competencia digital que presente está directamente relacionado con el nivel de integración tecnológica que tengan los centros educativos e impactan, a su vez, sobre la calidad de la enseñanza y los procesos de aprendizaje.
Open Access
Flora arvense de Navarra
(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2018) Peralta de Andrés, Francisco Javier; Royuela Hernando, Mercedes; Ciencias; Zientziak
El origen de este libro se encuentra en el sitio web de Flora Arvense de Navarra, que fue desarrollado con el objetivo de facilitar el conocimiento de las malas hierbas de Navarra al alumnado de la Escuela Técnica Superior de Ingenieros Agrónomos de la Universidad Pública de Navarra, además de el de ser útil para personal investigador, técnico y agricultores de Navarra y territorios próximos. La edición de este libro se planteó para permitir la disponibilidad del contenido del sitio web en un soporte independiente de Internet.
Open Access
Gestión contextualizada del currículum en Educación Infantil
(Tecnos, 2018) Belletich Ruiz, Olga; Pérez de Villarreal Zufiaurre, Maider; Ciencias; Zientziak
Open Access
Indagación en el aula de ciencias: talleres para la formación del profesorado en activo
(Educación Editora, 2023) Napal Fraile, María; Zudaire Ripa, María Isabel; Uriz Doray, Irantzu; Ciencias; Zientziak
Se presentan una serie de talleres destinados a docentes en activo de primaria y primeros cursos de secundaria, para completar su formación para la enseñanza de las ciencias experimentales. En cada uno de los talleres, que funcionan como un bloque de sesiones, se abordan secuencias de aprendizaje de temas científicos concretos: realización de un taller, adaptación individualizada al aula, implementación de las secuencias, evaluación y extracción de conclusiones que sean de aplicación en el siguiente seminario (investigación-acción). Cada bloque completo tiene una duración de un trimestre.
Open Access
Integrating X-ray CT data into models
(Springer, 2022) Portell Canal, Xavier; Pot, Valérie; Ebrahimi, Ali; Monga, Olivier; Roose, Tiina; Ciencias; Zientziak; Institute on Innovation and Sustainable Development in Food Chain - ISFOOD; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa
X-ray Computed Tomography (X-ray CT) offers important 4-D (i.e., 3-D scanning over time) structural information of the soil architecture. This imaging tool provides access to the 3-D morphological properties of the soil pore space such as the 3-D connectivity of pores that are essential to the understanding of water, solute, and gas transport processes. Other morphological properties such as pore-size distribution, specific surface area, or spatial heterogeneity of soil can be obtained from the X-ray CT images. Many studies have used this technique to better understand the evolution of macroscopic soil physical properties such as structural stability and relate it to spatial descriptors of soil pore space morphology when the soil undergoes wetting/drying cycles (e.g., Diel et al., 2019) or when it is subjected to different agricultural practices (e.g., Papadopoulos et al., 2009; Dal Ferro et al., 2013; Caplan et al., 2017). Non-equilibrium transfer processes, such as preferential transport, have also been related to the quantification of macropores in X-ray CT images (e.g., Larsbo et al., 2014; Katuwal et al., 2015; Soto-Gómez et al., 2018). In addition, X-ray CT data have proved particularly useful for reconstructing the skeletons of biopore networks, such as those burrowed by earthworms (Capowiez et al., 1998), and for monitoring their temporal dynamics (Joschko et al., 1993) (see Chap. 10). The role of air-filled soil pores and in particular their connectivity in 3-D in the transport of microbial-generated gaseous products (N2O, CO2) have been hypothesized (Rabot et al., 2015; Porre et al., 2016). X-ray CT data have also provided new knowledge about the 3-D architecture of root systems (e.g., Helliwell et al., 2013) and their impact on the 3-D soil architecture (see Chap. 9). For instance, root hairs were shown to modify the pore-size distribution and connectivity in the rhizosphere (e.g., Keyes et al., 2013; Koebernick et al., 2017, 2019). X-ray CT measurements have also allowed imaging aerenchymatous roots and the gas bubbles entrapped in the soil of rice paddies to explain transport of CO2 and O2 between roots and the atmosphere (Kirk et al., 2019). The dynamics of the spatial dispersion of soil microorganisms could be related to the 3-D description of the pore space obtained by X-ray CT (Juyal et al., 2020). The role of some pore-size classes could also be linked with soil carbon storage (Kravchenko et al., 2020) (see Chap. 10).
Open Access
Irrigation and SOC sequestration in the region of Navarre in Spain
(FAO, 2021) Virto Quecedo, Íñigo; Antón Sobejano, Rodrigo; Enrique Martín, Alberto; Orcaray, Luis; Arias Fariñas, Nerea; Ciencias; Zientziak
The project REGADIOX, funded by the European Commission LIFE Program was based on the establishment of a regional-scale network of representative agricultural plots in three irrigation districts in Navarre (NE Spain). The project allowed for a rational evaluation of soil organic C (SOC) sequestration and greenhouse gases (GHG) emissions balances by using paired comparisons in terms of soil characteristics in irrigated vs rainfed plots. The results showed a clear influence of irrigation in soil condition, arising from greater SOC storage. The net effect was however modulated by soil characteristics and management practices, in so far as the different agricultural strategies did have different potential to sequester SOC and/or reduce GHG emissions. While permanent crops with green cover (which was possible thanks to irrigation) or semi-permanent crops as alfalfa were win-win strategies with positive C balances, intensive systems with two crops per year, although they also contributed to SOC gains, represented increased GHG emissions. The observed changes in SOC associated to irrigation with different managements also showed that irrigation adoption can alter the soils’ capacity to provide key ecosystem services beyond biomass production, as changes in soils properties related to SOC, such as water-holding capacity or soil erodibility were also observed. These changes were, however, not straightforward and varied depending on soil type, climate and time under irrigation.
Open Access
Legume nitrogen utilization under drought stress
(Springer, 2018) Castañeda Presa, Verónica; Gil Quintana, Erena; Echeverría Obanos, Andrés; González García, Esther; Ciencias; Zientziak
Legumes account for around 27% of the world’s primary crop production and can be classified based on their use and traits into grain and forage legumes. Legumes can establish symbiosis with N-fixing soil bacteria. As a result, a new organ is formed, the nodule, where the reduction of atmospheric N2 into ammonia is carried out catalyzed by the bacterial exclusive enzyme nitrogenase. The process, highly energy demanding, is known as symbiotic nitrogen fixation and provides all the N needs of the plant, thus avoiding the use of N fertilizers in the context of sustainable agriculture. However, legume crops are often grown under non-fixing conditions since legume nodulation is suppressed by high levels of soil nitrogen occurring in chemically fertilized agro-environment. In addition, legumes are very sensitive to environmental stresses, being drought one of the significant constraints affecting crop production. Due to their agricultural and economic importance, scientists have carried out basic and applied research on legumes to better understand responses to abiotic stresses and to further comprehend plant–microbe interactions. An integrated view of nitrogen utilization under drought stress will be presented with particular focus on legume crops.
Open Access
Manual metodológico sobre sostenibilidad alimentaria a través del aprendizaje-servicio
(Technischen Universität Graz, 2024) Cantalejo Díez, María Jesús; Martínez Aldaya, Maite; Vilches Plaza, Carlos; Navarlaz Fernández, Isabel; Murkovic, Michael; Siegmund, Barbara; Pfeiffer, Lena; Ghnimi, Sami; Chriki, Sghaier; Dunne, Julie; Barry-Ryan, Catherine; McMahon, Cormac; Cavicchi, Alessio; Ferrara, Annapia; Tomasi, Sabrina; Toccoli, Fabrizia; Agronomía, Biotecnología y Alimentación; Agronomia, Bioteknologia eta Elikadura; Ciencias; Zientziak; Institute on Innovation and Sustainable Development in Food Chain - ISFOOD
Este manual es el resultado de este trabajo conjunto. Pretende reunir las principales lecciones aprendidas, así como las recomendaciones recogidas a lo largo del proceso, con el objetivo de facilitar la toma de decisiones al profesorado y a las instituciones educativas de nivel superior que quieran empezar a integrar o seguir integrando y promoviendo las competencias en sostenibilidad en los planes de estudios y en la práctica diaria en el aula. No hay una única forma de utilizar este manual; dependiendo del interés del lector, uno puede centrarse en sus diferentes partes.
Open Access
Manuel méthodologique sur la durabilité alimentaire par le biais de l'apprentissage par le service
(Technischen Universität Graz, 2024) Cantalejo Díez, María Jesús; Martínez Aldaya, Maite; Vilches Plaza, Carlos; Navarlaz Fernández, Isabel; Murkovic, Michael; Siegmund, Barbara; Pfeiffer, Lena; Ghnimi, Sami; Chriki, Sghaier; Dunne, Julie; Barry-Ryan, Catherine; McMahon, Cormac; Cavicchi, Alessio; Ferrara, Annapia; Tomasi, Sabrina; Toccoli, Fabrizia; Ciencias; Agronomia, Bioteknologia eta Elikadura; Zientziak; Institute on Innovation and Sustainable Development in Food Chain - ISFOOD; Agronomía, Biotecnología y Alimentación
Ce travail collaboratif a abouti à ce manuel. Il vise à faciliter la prise de décision des enseignants et des établissements d’enseignement supérieur qui souhaitent commencer ou continuer à intégrer et à promouvoir les compétences en matière de durabilité dans les programmes d’études et dans la pratique quotidienne en classe. Il regroupe les enseignements clés tirés du processus ainsi que les recommandations collectées tout au long de celui-ci. Il existe plusieurs manières d’utiliser ce manuel, en fonction de l’intérêt du lecteur, il est possible de se focaliser sur ses différentes parties.
Open Access
Methodological handbook in food sustainability through service-learning
(Technischen Universität Graz, 2024) Cantalejo Díez, María Jesús; Martínez Aldaya, Maite; Vilches Plaza, Carlos; Navarlaz Fernández, Isabel; Murkovic, Michael; Siegmund, Barbara; Pfeiffer, Lena; Ghnimi, Sami; Chriki, Sghaier; Dunne, Julie; Barry-Ryan, Catherine; McMahon, Cormac; Cavicchi, Alessio; Ferrara, Annapia; Tomasi, Sabrina; Toccoli, Fabrizia; Agronomía, Biotecnología y Alimentación; Agronomia, Bioteknologia eta Elikadura; Ciencias; Zientziak; Institute on Innovation and Sustainable Development in Food Chain - ISFOOD
This handbook is the result of this joint work. It aims to bring together the key lessons learned, and the recommendations gathered throughout the process, with the objective of facilitating decision-making for teachers and higher-level educational institutions that want to start integrating or continuing to integrate and promote sustainability competences in the curricula and classroom daily practice. There is no single way to use this handbook, depending on the interest of the reader, one can focus on its different parts.
Open Access
Nafarroako landare sorotarrak
(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2018) Peralta de Andrés, Francisco Javier; Royuela Hernando, Mercedes; Ciencias; Zientziak
Liburu honen jatorria Flora Arvense de Navarra webgunea izan da. Weba ikasleei laguntzeko asmoz sortu eta garatu zen; hain zuzen ere, Nafarroako Unibertsitate Publikoko Nekazaritza Ingeniarien Goi Mailako Eskola Teknikoko ikasleei Nafarroako belar gaiztoen gaineko ezagutza errazteko. Aldi berean, erabilgarria da Nafarroako eta inguruko ikertzaile, teknikari eta nekazarientzat.
Open Access
Narrativas digitales y artes visuales para el aprendizaje de las ciencias
(Educación Editora, 2021) Napal Fraile, María; Zudaire Ripa, María Isabel; Uriz Doray, Irantzu; Calvelhe Panizo, Lander; Pina Calafi, Alfredo; Armentia, Javier; Ciencias; Zientziak; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika
Las narrativas (digitales) permiten construir conocimiento por medio de la organización significativa y creativa de las ideas. Se describe la formación proporcionada a un grupo de docentes para poder realizar narraciones digitales sobre ciencia a través de las artes visuales y plásticas en sus aulas: contenidos mínimos requeridos, dificultades y logros en el proceso.
Open Access
Nuevas estrategias para la enseñanza de las ciencias naturales en educación superior: aprendizaje significativo sostenible
(Octaedro, 2022) Pérez de Villarreal Zufiaurre, Maider; Ciencias; Zientziak
Open Access
Percepción de la convivencia escolar en aulas con alumnado con enfermedades raras (ER): un estudio mediante cuestionarios diseñados como modelos de conocimiento
(Tirant lo Blanch, 2020) Pérez de Villarreal Zufiaurre, Maider; Ciencias; Zientziak