Eva Terrado

La enseñanza de la nomenclatura inorgánica requiere una actualización que trascienda la instrucción mecánica para alinearse con los marcos competenciales actuales. Este artículo proporciona al profesorado una guía fundamentada que responde al qué, cómo y porqué de su didáctica. Con este propósito, se emplea una metodología dual: el qué enseñar se define mediante un análisis documental de las normas IUPAC y el marco curricular vigente en España. El cómo y por qué se abordan mediante una revisión narrativa estructurada de 35 fuentes bibliográficas cuyas aportaciones se vertebran en torno a cuatro pilares: 1) obstáculos cognitivos que dificultan el aprendizaje de nomenclatura inorgánica; 2) el juego como estrategia para la automatización de reglas; 3) integración de TIC para la visualización molecular; y 4) enfoques metodológicos integrales que combinan contextualización, autorregulación metacognitiva y aprendizaje cooperativo. Como aportación principal, se ofrece una hoja de ruta de cinco etapas que integra la evidencia anterior y una propuesta de intervención concreta que permite transitar desde un modelo memorístico a uno competencial centrado en el uso de la nomenclatura como lenguaje científico funcional.

Geometric optics constitutes a cornerstone of the physics curriculum, yet its instruction is frequently hindered by persistent misconceptions regarding light propagation, image formation, and the visual process. This study details a pedagogical intervention that integrates an educational escape room within a Service-Learning framework to mitigate these conceptual barriers. To address the scarcity of experimental resources, we designed 3D-printed structural components (including optical benches, lens holders, and an eye model) to complement commercial optical element. The activity, anchored in a forensic crime-solving narrative, was facilitated by undergraduate optics students acting as mentors for a cohort of fifteen 12th-grade students. Qualitatively, initial student sketches exposed significant gaps in their grasp of ray tracing and physiological optics. Data from a pretest–posttest design indicated a substantial improvement in conceptual understanding, with mean knowledge scores rising from 35.1% to 77.6% ( p < 0.001). Beyond student gains, undergraduate mentors reported enhanced scientific communication skills, while high school teachers emphasised the kit’s high replicability. By disseminating the open-access 3D-printing files and pedagogical guide, this project offers a sustainable and engaging model to foster STEM interest and enhance optics education.

Manual docente de trabajos prácticos y herramientas reflexivas para las y los maestros de ciencias en formación y futuros profesionales.

Cascarosa Salillas, Esther (coordinadora); Carrasquer Álvarez, Beatriz; Rodríguez Casals, Carlos; Ponz Miranda, Adrián; Pozuelo Muñoz, Jorge; Terrado Sieso, Eva María

El objetivo de este trabajo es evaluar el potencial didáctico del pensamiento de diseño para la consecución de todos los resultados de aprendizaje de una asignatura de "Innovación e Investigación educativa" del Máster en Profesorado (especialidad de Física y Química) así como la adquisición de competencias transversales del alumnado, fundamentales para su posterior ejercicio profesional. Con esta metodología como estrategia vertebradora para guiar al alumnado en el diseño de un proyecto de innovación a implementar durante su Practicum y la selección del tipo de actividades formativas en función de una serie de indicadores de logro competenciales, el nuevo enfoque didáctico se implementó con un grupo de 33 estudiantes y se recogieron datos durante su desarrollo y evaluación para poder evidenciar y discutir su impacto competencial, así como plantear mejoras para los próximos cursos. El análisis de los resultados permite concluir la adecuación del diseño para promover el aprendizaje integrado y aplicado de los contenidos de la asignatura y una significativa contribución al desarrollo de las competencias de "Innovación y creatividad" y "Autoaprendizaje permanente" desde la percepción del propio alumnado participante. También se identificaron algunas actividades a rediseñar o ampliar con el valor añadido de trabajar otras competencias transversales adicionales.

Light and color present complex interactions whose understanding is not always intuitive. Over the past forty years, numerous studies have aimed to identify preconceived notions and the various models employed in schools. Numerous teaching and learning strategies, along with didactic analyses, often fail to consider the multidimensional and interdisciplinary nature of these phenomena. This article presents a teaching experience aimed at training future primary education teachers. The theoretical context of this proposal, designed within the domains of physical and chemical didactics and plastic and visual expression, will be discussed. Instruments consistent with qualitative action research were used. Some results from the analysis of students’ narratives, both in laboratory notebooks and in sessions recorded audiovisually, will be presented.

Combining commercial antibiotics with adjuvants to lower their minimum inhibitory concentration (MIC) is vital in combating antimicrobial resistance. Evaluating the ecotoxicity of such compounds is crucial due to environmental and health risks. Here, eugenol was assessed as an adjuvant for 7 commercial antibiotics against 14 pathogenic bacteria in vitro, also examining its acute ecotoxicity on various soil and water organisms (microbiota, Vibrio fischeri, Daphnia magna, Eisenia foetida, and Allium cepa). Using microdilution methods, checkerboard assays, and kinetic studies, the MICs for eugenol were determined together with the nature of its combinations with antibiotics against bacteria, some unexposed to eugenol previously. The lethal dose for the non-target organisms was also determined, as well as the Average Well Color Development and the Community-Level Physiological Profiling for soil and water microbiota. Our findings indicate that eugenol significantly reduces MICs by 75 to 98%, which means that it could be a potent adjuvant. Ecotoxicological assessments showed eugenol to be less harmful to water and soil microbiota compared to studied antibiotics. While Vibrio fischeri and Daphnia magna were susceptible, Allium cepa and Eisenia foetida were minimally affected. Given that only 0.1% of eugenol is excreted by humans without metabolism, its environmental risk when used with antibiotics appears minimal.

One strategy to mitigate the emergence of bacterial resistance involves reducing antibiotic doses by combining them with natural products, such as trans-cinnamaldehyde (CIN). The objective of this research was to identify in vitro combinations (CIN + commercial antibiotic (ABX)) that decrease the minimum inhibitory concentration (MIC) of seven antibiotics against 14 different Gram-positive and Gram-negative pathogenic bacteria, most of them classified as ESKAPE. MIC values were measured for all compounds using the broth microdilution method. The effect of the combinations on these microorganisms was analyzed through the checkboard assay to determine the type of activity (synergy, antagonism, or addition). This analysis was complemented with a kinetic study of the synergistic combinations. Fifteen synergistic combinations were characterized for nine of the tested bacteria. CIN demonstrated effectiveness in reducing the MIC of chloramphenicol, streptomycin, amoxicillin, and erythromycin (94–98%) when tested on Serratia marcescens, Staphylococcus aureus, Pasteurella aerogenes, and Salmonella enterica, respectively. The kinetic study revealed that when the substances were tested alone at the MIC concentration observed in the synergistic combination, bacterial growth was not inhibited. However, when CIN and the ABX, for which synergy was observed, were tested simultaneously in combination at these same concentrations, the bacterial growth inhibition was complete. This demonstrates the highly potent in vitro synergistic activity of CIN when combined with commercial ABXs. This finding could be particularly beneficial in livestock farming, as this sector witnesses the highest quantities of antimicrobial usage, contributing significantly to antimicrobial resistance issues. Further research focused on this natural compound is thus warranted for this reason.

The LOMLOE has brought about a new curricular reform in compulsory education in Spain, emphasizing a fully competency-based approach and the imperative to engage in learning situations (SdA) as classroom work scenarios. The gradual construction of students' profiles at the end of each educational stage is a notable outcome. This research aims to significantly contribute, from the perspective of didactics in experimental sciences, to guide Physics and Chemistry teachers in designing these SdA. It also aims to underscore the most suitable methodologies for teaching and learning sciences. Employing a case study design, this work systematically integrates curricular elements into the development of a SdA. A step-by-step description of its application is provided, contextualized with an example focused on radioactivity, its applications, and controversies. Following its partial implementation in a real-world setting with 66 3rd ESO students during the 2022-23 academic year, the study concludes by highlighting its positive impact on the scientific literacy of the participating students. This research serves as a valuable resource for educators seeking effective strategies in adapting to the educational changes introduced by LOMLOE. La LOMLOE ha supuesto una nueva reforma curricular de las enseñanzas obligatorias en España cuyas modificaciones más remarcables son un enfoque plenamente competencial y la necesidad de trabajar con situaciones de aprendizajes (SdA) como escenarios de trabajo en el aula para ir construyendo progresivamente, y desde las distintas materias, el perfil de salida del alumnado al finalizar cada etapa educativa. Este trabajo tiene como propósito principal contribuir desde la didáctica de las ciencias experimentales a orientar al profesorado de Física y Química en el diseño de dichas SdA y poner en valor las metodologías más adecuadas para enseñar y aprender ciencias. Para ello, desde un diseño de estudio de caso, se ha sistematizado la integración de los elementos curriculares en la construcción de una SdA, y se ha descrito paso a paso su aplicación con un ejemplo contextualizado y justificado curricularmente en torno a la radiactividad, sus aplicaciones y controversias. A partir de su implementación parcial en un escenario real con 66 estudiantes de 3o ESO durante el curso 2022-23, se ha podido concluir, además, su contribución a la alfabetización científica del alumnado participante.