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OBJECTIVE: Endoscopic mucosal resection (EMR) is the preferred treatment for non-invasive large (=20?mm) non-pedunculated colorectal polyps (LNPCPs) but is associated with an early recurrence rate of up to 30%. We evaluated whether standardised EMR training could reduce recurrence rates in Dutch community hospitals. DESIGN: In this multicentre cluster randomised trial, 59 endoscopists from 30 hospitals were randomly assigned to the intervention group (e-learning and 2-day training including hands-on session) or control group. From April 2019 to August 2021, all consecutive EMR-treated LNPCPs were included. Primary endpoint was recurrence rate after 6 months. RESULTS: A total of 1412 LNPCPs were included; 699 in the intervention group and 713 in the control group (median size 30 mm vs 30 mm, 45% vs 52% size, morphology, site and access (SMSA) score IV, 64% vs 64% proximal location). Recurrence rates were lower in the intervention group compared with controls (13% vs 25%, OR 0.43; 95% CI 0.23 to 0.78; p=0.005) with similar complication rates (8% vs 9%, OR 0.93; 95% CI 0.64 to 1.36; p=0.720). Recurrences were more often unifocal in the intervention group (92% vs 76%; p=0.006). In sensitivity analysis, the benefit of the intervention on recurrence rate was only observed in the 20-40?mm LNPCPs (5% vs 20% in 20-29?mm, p=0.001; 10% vs 21% in 30-39?mm, p=0.013) but less evident in =40?mm LNPCPs (24% vs 31%; p=0.151). In a post hoc analysis, the training effect was maintained in the study group, while in the control group the recurrence rate remained high. CONCLUSION: A compact standardised EMR training for LNPCPs significantly reduced recurrences in community hospitals. This strongly argues for a national dedicated training programme for endoscopists performing EMR of =20?mm LNPCPs. Interestingly, in sensitivity analysis, this benefit was limited for LNPCPs =40?mm. TRIAL REGISTRATION NUMBER: NTR7477.

Background & Aims: Follow-up (FU) strategies after endoscopic eradication therapy (EET) for Barrett's neoplasia do not consider the risk of mortality from causes other than esophageal adenocarcinoma (EAC). We aimed to evaluate this risk during long-term FU, and to assess whether the Charlson Comorbidity Index (CCI) can predict mortality. Methods: We included all patients with successful EET from the nationwide Barrett registry in the Netherlands. Data were merged with National Statistics for accurate mortality data. We evaluated annual mortality rates (AMRs, per 1000 person-years) and standardized mortality ratio for other-cause mortality. Performance of the CCI was evaluated by discrimination and calibration. Results: We included 1154 patients with a mean age of 64 years (±9). During median 59 months (p25–p75 37–91; total 6375 person-years), 154 patients (13%) died from other causes than EAC (AMR, 24.1; 95% CI, 20.5–28.2), most commonly non-EAC cancers (n = 58), cardiovascular (n = 31), or pulmonary diseases (n = 26). Four patients died from recurrent EAC (AMR, 0.5; 95% CI, 0.1–1.4). Compared with the general Dutch population, mortality was significantly increased for patients in the lowest 3 age quartiles (ie, age <71 years). Validation of CCI in our population showed good discrimination (Concordance statistic, 0.78; 95% CI, 0.72–0.84) and fair calibration. Conclusion: The other-cause mortality risk after successful EET was more than 40 times higher (48; 95% CI, 15–99) than the risk of EAC-related mortality. Our findings reveal that younger post-EET patients exhibit a significantly reduced life expectancy when compared with the general population. Furthermore, they emphasize the strong predictive ability of CCI for long-term mortality after EET. This straightforward scoring system can inform decisions regarding personalized FU, including appropriate cessation timing.

La tutorización del alumnado universitario es un reto que los docentes han de asumir e implica muchos desafíos y a la vez aprendizajes. El hecho de aplicarlo en los diferentes niveles de un grado constata que la realidad y las necesidades de estos sean muy diferentes. Este estudio describe un estudio de caso, la situación del Campus de Alcoy de la Universidad de Alicante, donde la tutorización se ejerce por un único docente que atiende los cuatro grupos existentes, correspondientes a los cuatro cursos del grado de Maestro de Educación Infantil. El que ello se dé en un campus pequeño, con alumnado y profesorado conviviendo en espacios reducidos y con una realidad más cercana a una gran familia que a un gran campus; hace que las dificultades que comporta el que el alumnado tenga intereses tan dispares como los que pueden tener los estudiantes del primer a los del último curso, se vean disipadas. En la descripción se apuntan aquellas actividades que han ayudado a generar entre todo el colectivo (tanto alumnado como profesorado) un ambiente de confianza y mutuo apoyo. Se pretende, así, aportar ideas y sugerencias para aquellas realidades similares que se pudieran dar.

Con la pandemia de la COVID-19 el uso de las tecnologías digitales se ha visto necesariamente incrementado en el sistema educativo. Y en este campo, no se ha dejado en los últimos años de seguir investigando de cómo estas tecnologías pueden ayudar con su implementación a la mejora de los procesos de enseñanza-aprendizaje del alumnado. Sin embargo, todavía hoy existe mucha controversia acerca de si se producen diferencias entre las motivaciones e intereses de hombres y mujeres acerca de las TIC. Para tratar de ver si existe esta diferencia o no, se llevó a cabo una investigación con 55 estudiantes de postgrado, en la asignatura de “Investigación en Tecnología Digital Aplicada a la Educación” en un máster de investigación educativa de la Universidad de Alicante, España. Se utilizó una metodología descriptiva de índole cuantitativa, en la que se analizaron los trabajos finales de la asignatura de los estudiantes (39 mujeres y 16 hombres), tipo de investigación y temática de esta. Salvo pequeñas diferencias en algunas de las temáticas escogidas, no se encontraron diferencias significativas. Por ello, sirva esta investigación para desmitificar la creencia de que las tecnologías digitales son para hombres y para abrir nuevas vías de convergencia y estudio sobre este tema., With the COVID-19 pandemic, the use of digital technologies has necessarily increased in the educational system. And in this field, research has continued in recent years on how these technologies can help with their implementation to improve the teaching-learning processes of students. However, there is still much controversy today about whether there are differences between the motivations and interests of men and women about ICTs. To find out whether this difference exists or not, research was carried out with 55 postgraduate students, in the subject of "Research in Digital Technology Applied to Education" in a Master's degree in Educational Research of the University of Alicante, in Spain. A descriptive methodology of a quantitative nature was used, in which the students' final projects of the subject (39 women and 16 men), type of research and topic were analyzed. Except for small differences in some of the chosen topics, no significant differences were found. Therefore, this research demystifies the belief that digital technologies are for men and to open new ways of convergence and study on this topic.

Solar irradiance variability has been monitored almost exclusively from the Earth's perspective. {We present a method to combine the unprecedented observations of the photospheric magnetic field and continuum intensity from outside the Sun-Earth line, which is being recorded by the Polarimetric and Helioseismic Imager on board the Solar Orbiter mission (SO/PHI), with solar observations recorded from the Earth's perspective to examine the solar irradiance variability from both perspectives simultaneously.} Taking SO/PHI magnetograms and continuum intensity images from the cruise phase of the Solar Orbiter mission and concurrent observations from the Helioseismic and Magnetic Imager onboard the Solar Dynamics Observatory (SDO/HMI) as input into the SATIRE-S model, we successfully reconstructed the total solar irradiance variability as apparent from both perspectives. In later stages of the SO mission, the orbital plane will tilt in such a way as to bring the spacecraft away from the ecliptic to heliographic latitudes of up to $33^{\circ}$. The current study sets the template for the reconstruction of solar irradiance variability as seen from outside the ecliptic from data that SO/PHI is expected to collect from such positions. {Such a reconstruction will be beneficial to factoring inclination into how the brightness variations of the Sun compare to those of other cool stars, whose rotation axes are randomly inclined.

Extreme ultraviolet (EUV) observations of the quiet solar atmosphere reveal extended regions of weak emission compared to the ambient quiescent corona. The magnetic nature of these coronal features is not well understood. We study the magnetic properties of the weakly emitting extended regions, which we name coronal voids. In particular, we aim to understand whether these voids result from a reduced heat input into the corona or if they are associated with mainly unipolar and possibly open magnetic fields, similar to coronal holes. We defined the coronal voids via an intensity threshold of 75% of the mean quiet-Sun (QS) EUV intensity observed by the high-resolution EUV channel (HRIEUV) of the Extreme Ultraviolet Imager on Solar Orbiter. The line-of-sight magnetograms of the same solar region recorded by the High Resolution Telescope of the Polarimetric and Helioseismic Imager allowed us to compare the photospheric magnetic field beneath the coronal voids with that in other parts of the QS. The coronal voids studied here range in size from a few granules to a few supergranules and on average exhibit a reduced intensity of 67% of the mean value of the entire field of view. The magnetic flux density in the photosphere below the voids is 76% (or more) lower than in the surrounding QS. Specifically, the coronal voids show much weaker or no network structures. The detected flux imbalances fall in the range of imbalances found in QS areas of the same size. Conclusions. We conclude that coronal voids form because of locally reduced heating of the corona due to reduced magnetic flux density in the photosphere. This makes them a distinct class of (dark) structure, different from coronal holes., Comment: 10 pages, 11 figures

The brightness of faculae and network depends on the angle at which they are observed and the magnetic flux density. Close to the limb, assessment of this relationship has until now been hindered by the increasingly lower signal in magnetograms. This preliminary study aims at highlighting the potential of using simultaneous observations from different vantage points to better determine the properties of faculae close to the limb. We use data from the Solar Orbiter/Polarimetric and Helioseismic Imager (SO/PHI), and the Solar Dynamics Observatory/Helioseismic and Magnetic Imager (SDO/HMI), recorded at $\sim60^\circ$ angular separation of their lines of sight at the Sun. We use continuum intensity observed close to the limb by SO/PHI and complement it with the co-observed $B_{\rm LOS}$ from SDO/HMI, originating closer to disc centre (as seen by SDO/HMI), thus avoiding the degradation of the magnetic field signal near the limb. We derived the dependence of facular brightness in the continuum on disc position and magnetic flux density from the combined observations of SO/PHI and SDO/HMI. Compared with a single point of view, we were able to obtain contrast values reaching closer to the limb and to lower field strengths. We find the general dependence of the limb distance at which the contrast is maximum on the flux density to be at large in line with single viewpoint observations, in that the higher the flux density is, the closer the turning point lies to the limb. There is a tendency, however, for the maximum to be reached closer to the limb when determined from two vantage points. We note that due to the preliminary nature of this study, these results must be taken with caution. Our analysis shows that studies involving two viewpoints can significantly improve the detection of faculae near the solar limb and the determination of their brightness contrast relative to the quiet Sun.

We use wavefront sensing to characterise the image quality of the the High Resolution Telescope (HRT) of the Polarimetric and Helioseismic Imager (SO/PHI) data products during the second remote sensing window of the Solar Orbiter (SO) nominal mission phase. Our ultimate aims are to reconstruct the HRT data by deconvolving with the HRT point spread function (PSF) and to correct for the effects of optical aberrations on the data. We use a pair of focused--defocused images to compute the wavefront error and derive the PSF of HRT by means of a phase diversity (PD) analysis. The wavefront error of HRT depends on the orbital distance of SO to the Sun. At distances $>0.5$\,au, the wavefront error is small, and stems dominantly from the inherent optical properties of HRT. At distances $<0.5$\,au, the thermo-optical effect of the Heat Rejection Entrance Window (HREW) becomes noticeable. We develop an interpolation scheme for the wavefront error that depends on the thermal variation of the HREW with the distance of SO to the Sun. We also introduce a new level of image reconstruction, termed `aberration correction', which is designed to reduce the noise caused by image deconvolution while removing the aberrations caused by the HREW. The computed PSF via phase diversity significantly reduces the degradation caused by the HREW in the near-perihelion HRT data. In addition, the aberration correction increases the noise by a factor of only $1.45$ compared to the factor of $3$ increase that results from the usual PD reconstructions.

Earth-side observations of solar p modes can be used to image and monitor magnetic activity on the Sun's far side. Here we use magnetograms of the far side obtained by the Polarimetric and Helioseismic Imager (PHI) onboard Solar Orbiter (SO) to directly assess -- for the first time -- the validity of far-side helioseismic holography. We wish to co-locate the positions of active regions in helioseismic images and magnetograms, and to calibrate the helioseismic measurements in terms of magnetic field strength. We identify three magnetograms on 18 November 2020, 3 October 2021, and 3 February 2022 displaying a total of six active regions on the far side. The first two dates are from SO's cruise phase, the third from the beginning of the nominal operation phase. We compute contemporaneous seismic phase maps for these three dates using helioseismic holography applied to time series of Dopplergrams from the Helioseismic and Magnetic Imager (HMI) on the Solar Dynamics Observatory (SDO). Among the six active regions seen in SO/PHI magnetograms, five active regions are identified on the seismic maps at almost the same positions as on the magnetograms. One region is too weak to be detected above the seismic noise. To calibrate the seismic maps, we fit a linear relationship between the seismic phase shifts and the unsigned line-of-sight magnetic field averaged over the active region areas extracted from the SO/PHI magnetograms. SO/PHI provides the strongest evidence so far that helioseismic imaging provides reliable information about active regions on the far side, including their positions, areas, and mean unsigned magnetic field., Comment: 10 pages, 9 figures

In November 2021, Solar Orbiter started its nominal mission phase. The remote-sensing instruments on board the spacecraft acquired scientific data during three observing windows surrounding the perihelion of the first orbit of this phase. The aim of the analysis is the detection of magnetohydrodynamic (MHD) wave modes in an active region by exploiting the capabilities of spectropolarimetric measurements. The High Resolution Telescope (HRT) of the Polarimetric and Helioseismic Imager (SO/PHI) on board the Solar Orbiter acquired a high-cadence data set of an active region. This is studied in the paper. B-$\omega$ and phase-difference analyses are applied on line-of-sight velocity and circular polarization maps and other averaged quantities. We find that several MHD modes at different frequencies are excited in all analysed structures. The leading sunspot shows a linear dependence of the phase lag on the angle between the magnetic field and the line of sight of the observer in its penumbra. The magnetic pore exhibits global resonances at several frequencies, which are also excited by different wave modes. The SO/PHI measurements clearly confirm the presence of magnetic and velocity oscillations that are compatible with one or more MHD wave modes in pores and a sunspot. Improvements in modelling are still necessary to interpret the relation between the fluctuations of different diagnostics.

The High Resolution Telescope (HRT) of the Polarimetric and Helioseismic Imager on board the Solar Orbiter spacecraft (SO/PHI) and the Helioseismic and Magnetic Imager (HMI) on board the Solar Dynamics Observatory (SDO) both infer the photospheric magnetic field from polarised light images. SO/PHI is the first magnetograph to move out of the Sun--Earth line and will provide unprecedented access to the Sun's poles. This provides excellent opportunities for new research wherein the magnetic field maps from both instruments are used simultaneously. We aim to compare the magnetic field maps from these two instruments and discuss any possible differences between them. We used data from both instruments obtained during Solar Orbiter's inferior conjunction on 7 March 2022. The HRT data were additionally treated for geometric distortion and degraded to the same resolution as HMI. The HMI data were re-projected to correct for the $3^{\circ}$ separation between the two observatories. SO/PHI-HRT and HMI produce remarkably similar line-of-sight magnetograms, with a slope coefficient of $0.97$, an offset below $1$ G, and a Pearson correlation coefficient of $0.97$. However, SO/PHI-HRT infers weaker line-of-sight fields for the strongest fields. As for the vector magnetic field, SO/PHI-HRT was compared to both the $720$-second and $90$-second HMI vector magnetic field: SO/PHI-HRT has a closer alignment with the $90$-second HMI vector. In the weak signal regime ($< 600$ G), SO/PHI-HRT measures stronger and more horizontal fields than HMI, very likely due to the greater noise in the SO/PHI-HRT data. In the strong field regime ($\gtrsim 600$ G), HRT infers lower field strengths but with similar inclinations (a slope of $0.92$) and azimuths (a slope of $1.02$). The slope values are from the comparison with the HMI $90$-second vector., Comment: 10 pages, 5 figures, accepted for publication in A&A; manuscript is a part of Astronomy & Astrophysics special issue: Solar Orbiter First Results (Nominal Mission Phase)

In order to make accurate inferences about the solar interior using helioseismology, it is essential to understand all the relevant physical effects on the observations. One effect to understand is the (complex-valued) ratio of the horizontal to vertical displacement of the p- and f-modes at the height at which they are observed. Unfortunately, it is impossible to measure this ratio directly from a single vantage point, and it has been difficult to disentangle observationally from other effects. In this paper we attempt to measure the ratio directly using 7.5 hours of simultaneous observations from the Polarimetric and Helioseismic Imager on board Solar Orbiter and the Helioseismic and Magnetic Imager on board the Solar Dynamics Observatory. While image geometry problems make it difficult to determine the exact ratio, it appears to agree well with that expected from adiabatic oscillations in a standard solar model. On the other hand it does not agree with a commonly used approximation, indicating that this approximation should not be used in helioseismic analyses. In addition, the ratio appears to be real-valued., Comment: Accepted for publication in Astronomy & Astrophysics. 8 pages, 8 figures

Aims. We use wavefront sensing to characterise the image quality of the High Resolution Telescope (HRT) of the Polarimetric and Helioseismic Imager (SO/PHI) data products during the second remote sensing window of the Solar Orbiter (SO) nominal mission phase. Our ultimate aims are to reconstruct the HRT data by deconvolving with the HRT point spread function (PSF) and to correct for the effects of optical aberrations on the data. Methods. We use a pair of focused–defocused images to compute the wavefront error and derive the PSF of HRT by means of a phase diversity (PD) analysis. Results. The wavefront error of HRT depends on the orbital distance of SO to the Sun. At distances > 0.5 au, the wavefront error is small, and stems dominantly from the inherent optical properties of HRT. At distances < 0.5 au, the thermo-optical effect of the Heat Rejection Entrance Window (HREW) becomes noticeable. We develop an interpolation scheme for the wavefront error that depends on the thermal variation of the HREW with the distance of SO to the Sun. We also introduce a new level of image reconstruction, termed ‘aberration correction’, which is designed to reduce the noise caused by image deconvolution while removing the aberrations caused by the HREW. Conclusions. The computed PSF via phase diversity significantly reduces the degradation caused by the HREW in the near-perihelion HRT data. In addition, the aberration correction increases the noise by a factor of only 1.45 compared to the factor of 3 increase that results from the usual PD reconstructions. © The Authors 2023.

Background & Aims: Although random histological sampling from the esophagogastric junction (EGJ) after complete eradication of Barrett's esophagus (BE) is recommended, its clinical relevance is questionable. This study aimed to assess the incidence and long-term outcomes of findings from random EGJ biopsies in a nationwide cohort with long-term follow-up. Methods: We included all patients with successful endoscopic eradication therapy (EET), defined as complete endoscopic eradication of all visible BE (CE-BE), for early BE neoplasia from the Dutch registry. Patients were treated and followed-up in 9 expert centers according to a joint protocol. Outcomes included the incidence of intestinal metaplasia (IM) at the EGJ (EGJ-IM) and the association between IM and visible (dysplastic) BE recurrence. Results: A total of 1154 patients were included with a median follow-up of 43 months (interquartile range, 22–69 months). At the time of CE-BE, persisting EGJ-IM was found in 7% of patients (78/1154), which was reproduced during further follow-up in 46% of patients (42/78). No significant association existed between persisting EGJ-IM at CE-BE and recurrent non-dysplastic or dysplastic BE (hazard ratio [HR], 1.15; 95% confidence interval [CI], 0.63–2.13 and HR, 0.73; 95% CI, 0.17-3.06, respectively). Among patients with no EGJ-IM at the time of CE-BE (1043/1154; 90%), EGJ-IM recurred in 7% (72/1043) after a median of 21 months (interquartile range, 15–36 months), and was reproduced during further follow-up in 26% of patients (19/72). No association was found between recurrent EGJ-IM and non-dysplastic or dysplastic recurrence (HR, 1.18; 95% CI, 0.67–2.06 and HR, 0.27; 95% CI, 0.04–1.96, respectively). Conclusion: Because EGJ-IM was not associated with a higher risk for recurrent disease, we recommend to consider abandoning random EGJ sampling after successful EET, under the condition that care is provided in expert centers, and the esophagus, including the EGJ, is caref

La actualidad exige la transformación de la educación con la introducción de nuevas estrategias y recursos que garanticen una educación de calidad. El uso de las redes sociales puede reportar mejoras en el aprendizaje del alumnado. Esta investigación trata de averiguar las percepciones del profesorado STEM ante el uso de las redes sociales para la mejora del aprendizaje. La realización de una formación eficaz en el uso de estas redes en la educación STEM, permite tanto la mejora de las percepciones de los docentes sobre dichas redes, como un incremento en el uso de las mismas en sus prácticas diarias., The present demands the transformation of education with the introduction of new strategies and resources that guarantee a quality education. The use of social networks can report improvements in student learning. This research tries to find out the perceptions of STEM teachers regarding the use of social networks to improve learning. Carrying out effective training in the use of these networks in STEM education allows both the improvement of teachers' perceptions of these networks, and an increase in their use in their daily practices.

Este trabajo de investigación propone a partir de una sólida fundamentación teórica, la aplicación de la enseñanza problematizada para el tema de “Los cambios químicos” de 4º curso de ESO (Educación Secundaria Obligatoria). Los contenidos son los exigidos en el currículum de la asignatura de Física y Química de dicho curso en el boletín oficial del estado (BOE). Tiene como objetivo principal el presentar una secuencia de actividades pensadas para la comprensión por parte del alumnado de las reacciones químicas, y todo en su contenido está orientado a la justificación de esta secuencia., This research work proposes, with a solid theoretical foundation, the application of problem-based teaching for the subject of “Chemical changes” in the 4th ESO (Educación Secundaria Obligatoria). The contents are those required in the curriculum of the subject of Physics and Chemistry of this course in the official state bulletin (BOE). Its main objective is to present a sequence of activities designed for students’ understanding of chemical reactions, and all its content is oriented towards the justification of this sequence.

Our world is undergoing a series of changes that are taking it to an unsustainable situation. In addition to alerting the population, we must seek education towards a more sustainable world. This research proposes the realization in Alcoy (Spain) of some urban itineraries with mobile devices and with secondary school students, in order to promote an improvement in awareness and action on environmental problems. This activity aims, among other objectives, through informal learning and outside the classroom, to raise awareness among secondary school students about the environmental problems that threaten us. With the completion of a questionnaire, after carrying out these urban itineraries, the results of 214 students confirm that, with this type of activity, there is a notable improvement in the level of awareness and concern for environmental problems. It is also detected that men prefer these types of environmental awareness tests, compared to women, who prefer tests that have a more creative and artistic theme. It is worth continuing to propose this type of activity among students and improve their approach by forecasting, planning, and improving the training of the teachers involved in it.

The Extreme Ultraviolet Imager (EUI) on board the Solar Orbiter (SO) spacecraft observed small extreme ultraviolet (EUV) bursts, termed campfires, that have been proposed to be brightenings near the apexes of low-lying loops in the quiet-Sun atmosphere. The underlying magnetic processes driving these campfires are not understood. During the cruise phase of SO and at a distance of 0.523\,AU from the Sun, the Polarimetric and Helioseismic Imager on Solar Orbiter (SO/PHI) observed a quiet-Sun region jointly with SO/EUI, offering the possibility to investigate the surface magnetic field dynamics underlying campfires at a spatial resolution of about 380~km. In 71\% of the 38 isolated events, campfires are confined between bipolar magnetic features, which seem to exhibit signatures of magnetic flux cancellation. The flux cancellation occurs either between the two main footpoints, or between one of the footpoints of the loop housing the campfire and a nearby opposite polarity patch. In one particularly clear-cut case, we detected the emergence of a small-scale magnetic loop in the internetwork followed soon afterwards by a campfire brightening adjacent to the location of the linear polarisation signal in the photosphere, that is to say near where the apex of the emerging loop lays. The rest of the events were observed over small scattered magnetic features, which could not be identified as magnetic footpoints of the campfire hosting loops. The majority of campfires could be driven by magnetic reconnection triggered at the footpoints, similar to the physical processes occurring in the burst-like EUV events discussed in the literature. About a quarter of all analysed campfires, however, are not associated to such magnetic activity in the photosphere, which implies that other heating mechanisms are energising these small-scale EUV brightenings.

Hoy en día los jóvenes son usuarios habituales de los smartphones empleándolos, prácticamente, en todos los ámbitos de su vida. Por sus cualidades y versatilidad, estos dispositivos se han convertido en excepcionales herramientas para el aprendizaje y la adopción de estilos de vida más saludables, especialmente entre los más jóvenes. Prueba de ello son las aplicaciones que están surgiendo durante los últimos años para mejorar la conducta alimentaria y la calidad de la dieta de este colectivo. Desde este marco de consideraciones, el presente estudio se propuso: (1) comprobar si una herramienta de este tipo puede hacer que la compra y el consumo de alimentos entre los jóvenes sea más saludable, e (2) identificar su percepción sobre el uso de este tipo de aplicaciones. Para el logro de dichos objetivos, se contó con la participación de 71 estudiantes del Grado en Maestro en Educación Infantil de la Universidad de Alicante, quienes utilizaron una de estas aplicaciones durante dos meses. La recogida de los datos se efectuó mediante un cuestionario elaborado ad hoc. De acuerdo con los resultados, aunque se produjo un cambio notable hacia una dieta más equilibrada, también fue posible apreciar algunas limitaciones como, por ejemplo, el dejarse llevar por el consumo de comida más apetecible a estas edades. A la vista de tales hallazgos, y con el fin de mejorar el comportamiento alimentario del alumnado universitario, se concluye que el uso de estas aplicaciones precisa de una formación adecuada que acompañe y guíe su utilización., Today, young people are regular users of smartphones, using them in practically all areas of their lives. Due to their qualities and versatility, these devices have become exceptional tools for learning and adopting healthier lifestyles, especially among the youngest. Proof of this are the applications that have been emerging in recent years to improve eating behavior and the quality of the diet of this group. From this framework of considerations, the present study set out to: (1) verify whether a tool of this type can make the purchase and consumption of food among young people healthier, and (2) identify their perception of the use of these types of applications. In order to achieve these objectives, 71 students of the Degree in Teacher in Early Childhood Education at the University of Alicante participated, who used one of these applications for two months. Data collection was carried out by means of an ad hoc questionnaire. According to the results, although there was a notable change towards a more balanced diet, it was also possible to appreciate some limitations, such as letting oneself be carried away by the consumption of more appetizing food at these ages. In view of these findings, and in order to improve the eating behavior of university students, it is concluded that the use of these applications requires adequate training to accompany and guide their use.

Se hace muy necesario en la actualidad que los docentes y futuros docentes de cualquier etapa educativa, pero más concretamente los de educación infantil, sean competentes digitalmente. Con este fin, se analizan los planes de estudio y guías docentes de las 6 universidades de la Comunidad Valenciana que ofertan el grado de maestro en educación infantil, para comprobar si la formación inicial en tecnología educativa que ofrecen es adecuada o insuficiente. Los resultados obtenidos demuestran que la disparidad de enfoques es muy variada además de insuficiente. Se recomienda establecer un consenso y un incremento en la tecnología educativa a desarrollar en este grado., It is currently very necessary for teachers and future teachers at any educational stage, but more specifically those in early childhood education, to be digitally competent. To this end, the study plans and teaching guides of the 6 universities of the Valencian Community that offer the degree of teacher in early childhood education are analyzed, to verify if the initial training in educational technology that they offer is adequate or insufficient. The results obtained show that the disparity of approaches is very varied as well as insufficient. It is recommended to establish a consensus and an increase in the educational technology to be developed in this grade.

La integración de las tecnologías digitales en los espacios educativos depende, en buena medida, de la visión que el profesorado tenga de tales recursos. En el caso de los videojuegos, se ha constatado que su incorporación a las aulas de infantil, aunque progresiva, sigue siendo todavía escasa y controvertida. Desde esta perspectiva, este estudio se propuso identificar la opinión que el futuro profesorado de esta etapa tiene respecto al uso didáctico de los videojuegos. Para ello, se adoptó un enfoque metodológico mixto y se contó con la participación de 48 estudiantes del Grado en maestro en educación infantil de la Universidad de Alicante, quienes cumplimentaron un cuestionario sobre dicha temática. Para el tratamiento de los datos se utilizó el programa estadístico SPSS y el software AQUAD 7, con el que se realizó un análisis de contenido de la información cualitativa. De acuerdo con los resultados, aunque el futuro profesorado se mostró proclive hacia la utilización didáctica de los videojuegos, también hubo quien manifestó ciertas reticencias. A la vista de tales hallazgos, se concluye la necesidad de mejorar la capacitación del futuro profesorado en esta área y, en concreto, de mostrarles las posibilidades que los videojuegos tienen para el aprendizaje infantil., The integration of digital technologies in educational spaces depends, to a large extent, on the vision that teachers have of such resources. In the case of video games, it has been found that their incorporation into early childhood classrooms, although progressive, is still scarce and controversial. From this perspective, this study set out to identify the opinion that future teachers of this stage have regarding the didactic use of video games. For this purpose, a mixed methodological approach was adopted, with the participation of 48 students of the Degree in early childhood education at the University of Alicante, who completed a questionnaire on this topic. The SPSS statistical program and the AQUAD 7 software were used for data processing, with which a content analysis of the qualitative information was carried out. According to the results, although the future teachers were inclined towards the didactic use of video games, there were also those who expressed some reluctance. In view of these findings, we conclude that there is a need to improve the training of future teachers in this area and, specifically, to show them the possibilities that video games have for children’s learning.

SUNRISE III mission is a one-meter aperture telescope onboard a balloon within NASA Long Duration Balloon Program. Three post-focus instruments are used for studying the Sun's dynamics and magnetism, among which the Tunable Magnetograph (TuMag) is a tunable imaging spectropolarimeter. TuMag is a diffraction-limited imager, a high sensitivity polarimeter (< 10(-3)), and a high-resolution spectrometer (Delta lambda similar to 65 m angstrom). It will be able to study solar magnetic fields at high spatial resolution (similar to 100 km on the solar surface). It will make images of the solar surface magnetic field after measuring the state of polarization of light within three selected spectral lines: the Fe I lines at 525.02 nm and 525.06 nm, and the Mg I b2 line at 517.27 nm. It will be sensitive to the solar vector magnetic fields and line-of-sight velocities, in the photospheric and chromospheric layers. TuMag will be the first solar magnetograph onboard an aerospace platform with the capability of tuning the solar line to be observed. In this paper the TuMag end-to-end tests carried out during the verification phase are described. These tests are performed to characterize and calibrate the instrument. Specifically, they determine the polarimetric and spectroscopic performances of the instrument as well as the image quality. The availability of a singular facility, an ISO6 clean room with a coelostat on the building roof, allowed the use of solar light during the verification campaign. This was key to a complete instrument verification due to the unique spectroscopic and polarimetric characteristics of solar light.

Las metodologías activas son unas excelentes herramientas para la mejora del desarrollo de competencias, así como del aprendizaje del alumnado. Se recogen las percepciones y el uso que 92 profesores de educación secundaria de la Comunidad Valenciana (España) manifestaron en un cuestionario tras haber realizado una formación en las mismas. Los resultados permiten constatar que, si bien se produce un aumento en el uso y una mejora en las percepciones, sigue habiendo una considerable resistencia al cambio de este colectivo de profesorado. Encuentran desventajas como considerarlas muy exigentes con el tiempo y son escépticos en el aprendizaje real del alumnado., Active methodologies are excellent tools for improving the development of skills, as well as student learning. The perceptions and the use that 92 secondary education teachers of the Valencian Community (Spain) manifested in a questionnaire after having carried out training in them are collected. The results allow us to verify that, although there is an increase in use and an improvement in perceptions, there is still considerable resistance to change among this group of teachers. They find disadvantages such as considering them very demanding over time and are sceptical about the real learning of students.

La educación es uno de los motores de transformación social más poderoso que existen y ejerce como instrumento de cohesión social, igualando las diferencias de género, etnia, situación económica, etc. La investigación educativa es, pues, una actividad estratégica: las mejoras en educación repercuten en el conjunto de la sociedad. Es en este contexto donde se sitúa el presente volumen, titulado Transformando la educación a través del conocimiento. Esta obra recoge un total de 127 capítulos con experiencias de investigación teórica y aplicación práctica sobre experiencias concretas de innovación docente. Las contribuciones, centradas en áreas educativas diversas (educación lingüística, artística, en ciencias sociales y ambientales, etc.) y de diferentes niveles educativos (tanto de los preuniversitarios, como de educación superior), tienen en común que ofrecen una mirada renovada sobre los retos que debe enfrentar la educación actual: la inclusión educativa, la integración de las TIC en la educación, la transición entre diferentes niveles educativos, la igualdad de género o la educación emocional son, entre muchos otros, algunos de los temas abordados. El presente volumen, pues, quiere contribuir a la difusión de las algunas de las aportaciones más recientes que contribuyen al progreso del conocimiento sobre los procesos de enseñanza-aprendizaje en la sociedad actual.

In recent years, there has been a push to introduce coding and computational thinking in early childhood education. In the initial teaching training, it is necessary to know how to integrate these disciplines and technologies in teachings activities, in order to promote the development of competencies in students. With the aim of introducing technology in an appropriate way in the teaching and learning processes, this paper presents the design and validation of an evaluation rubric based on the TPACK (Technological Pedagogical Content Knowledge) model, which allows preschool pre-service teachers to know if they accurately apply the curricular and technological objectives; the strategies of pedagogical use and the management of technology, for their future student programming acquisition. The rubric is made up of 12 items, grouped into 3 dimensions, with 4 indicators of different components and each indicator is scored into 4 levels of achievement. It has been applied to 23 teaching proposals using ScratchJr, applied on a specific context (the Sustainable Development Goals) which have received 336 ratings from 90 students and 3 teachers. The results show a good degree of reliability with a Cronbach’s alpha of 0.818 and an excellent inter-judge agreement of CCI=0.818. The rubric becomes a reliable and rigorous assessment instrument.

La educación es considerada por los expertos como el instrumento facilitador para lograr un futuro sostenible. Pese a esto, la comunidad científica reconoce que se ha avanzado poco en la integración de la sostenibilidad en la educación universitaria, siendo uno de los problemas acuciantes su deficiente integración en los planes de estudios universitarios. En base a ello, el objetivo de este estudio fue investigar en qué medida se integra la sostenibilidad en los planes de estudio de las Facultades de Educación en España. Para ello se analizaron 106 guías docentes de asignaturas básicas de los futuros maestros de cuatro universidades: Universidad de Alicante, Universidad de Castilla-La Mancha, Universidad de Navarra y Universidad de Santiago de Compostela. Para la recogida de datos se utilizó una matriz de análisis. La metodología utilizada en el estudio es descriptivo-exploratoria y evaluativa. Los hallazgos más destacados muestran que la sostenibilidad se integra en algunos elementos de las guías docentes, especialmente en las competencias. Se concluye que la integración de la sostenibilidad en la formación del futuro profesorado es superficial, escasa, puntual y no está articulada en el diseño curricular.

Hoy en día los jóvenes son usuarios habituales de los smartphones empleándolos, prácticamente, en todos los ámbitos de su vida. Por sus cualidades y versatilidad, estos dispositivos se han convertido en excepcionales herramientas para el aprendizaje y la adopción de estilos de vida más saludables, especialmente entre los más jóvenes. Prueba de ello son las aplicaciones que están surgiendo durante los últimos años para mejorar la conducta alimentaria y la calidad de la dieta de este colectivo. Desde este marco de consideraciones, el presente estudio se propuso: (1) comprobar si una herramienta de este tipo puede hacer que la compra y el consumo de alimentos entre los jóvenes sea más saludable, e (2) identificar su percepción sobre el uso de este tipo de aplicaciones. Para el logro de dichos objetivos, se contó con la participación de 71 estudiantes del Grado en Maestro en Educación Infantil de la Universidad de Alicante, quienes utilizaron una de estas aplicaciones durante dos meses. La recogida de los datos se efectuó mediante un cuestionario elaborado ad hoc. De acuerdo con los resultados, aunque se produjo un cambio notable hacia una dieta más equilibrada, también fue posible apreciar algunas limitaciones como, por ejemplo, el dejarse llevar por el consumo de comida más apetecible a estas edades. A la vista de tales hallazgos, y con el fin de mejorar el comportamiento alimentario del alumnado universitario, se concluye que el uso de estas aplicaciones precisa de una formación adecuada que acompañe y guíe su utilización., Today, young people are regular users of smartphones, using them in practically all areas of their lives. Due to their qualities and versatility, these devices have become exceptional tools for learning and adopting healthier lifestyles, especially among the youngest. Proof of this are the applications that have been emerging in recent years to improve eating behavior and the quality of the diet of this group. From this framework of considerations, the present study set out to: (1) verify whether a tool of this type can make the purchase and consumption of food among young people healthier, and (2) identify their perception of the use of these types of applications. In order to achieve these objectives, 71 students of the Degree in Teacher in Early Childhood Education at the University of Alicante participated, who used one of these applications for two months. Data collection was carried out by means of an ad hoc questionnaire. According to the results, although there was a notable change towards a more balanced diet, it was also possible to appreciate some limitations, such as letting oneself be carried away by the consumption of more appetizing food at these ages. In view of these findings, and in order to improve the eating behavior of university students, it is concluded that the use of these applications requires adequate training to accompany and guide their use.

Se hace muy necesario en la actualidad que los docentes y futuros docentes de cualquier etapa educativa, pero más concretamente los de educación infantil, sean competentes digitalmente. Con este fin, se analizan los planes de estudio y guías docentes de las 6 universidades de la Comunidad Valenciana que ofertan el grado de maestro en educación infantil, para comprobar si la formación inicial en tecnología educativa que ofrecen es adecuada o insuficiente. Los resultados obtenidos demuestran que la disparidad de enfoques es muy variada además de insuficiente. Se recomienda establecer un consenso y un incremento en la tecnología educativa a desarrollar en este grado., It is currently very necessary for teachers and future teachers at any educational stage, but more specifically those in early childhood education, to be digitally competent. To this end, the study plans and teaching guides of the 6 universities of the Valencian Community that offer the degree of teacher in early childhood education are analyzed, to verify if the initial training in educational technology that they offer is adequate or insufficient. The results obtained show that the disparity of approaches is very varied as well as insufficient. It is recommended to establish a consensus and an increase in the educational technology to be developed in this grade.

La integración de las tecnologías digitales en los espacios educativos depende, en buena medida, de la visión que el profesorado tenga de tales recursos. En el caso de los videojuegos, se ha constatado que su incorporación a las aulas de infantil, aunque progresiva, sigue siendo todavía escasa y controvertida. Desde esta perspectiva, este estudio se propuso identificar la opinión que el futuro profesorado de esta etapa tiene respecto al uso didáctico de los videojuegos. Para ello, se adoptó un enfoque metodológico mixto y se contó con la participación de 48 estudiantes del Grado en maestro en educación infantil de la Universidad de Alicante, quienes cumplimentaron un cuestionario sobre dicha temática. Para el tratamiento de los datos se utilizó el programa estadístico SPSS y el software AQUAD 7, con el que se realizó un análisis de contenido de la información cualitativa. De acuerdo con los resultados, aunque el futuro profesorado se mostró proclive hacia la utilización didáctica de los videojuegos, también hubo quien manifestó ciertas reticencias. A la vista de tales hallazgos, se concluye la necesidad de mejorar la capacitación del futuro profesorado en esta área y, en concreto, de mostrarles las posibilidades que los videojuegos tienen para el aprendizaje infantil., The integration of digital technologies in educational spaces depends, to a large extent, on the vision that teachers have of such resources. In the case of video games, it has been found that their incorporation into early childhood classrooms, although progressive, is still scarce and controversial. From this perspective, this study set out to identify the opinion that future teachers of this stage have regarding the didactic use of video games. For this purpose, a mixed methodological approach was adopted, with the participation of 48 students of the Degree in early childhood education at the University of Alicante, who completed a questionnaire on this topic. The SPSS statistical program and the AQUAD 7 software were used for data processing, with which a content analysis of the qualitative information was carried out. According to the results, although the future teachers were inclined towards the didactic use of video games, there were also those who expressed some reluctance. In view of these findings, we conclude that there is a need to improve the training of future teachers in this area and, specifically, to show them the possibilities that video games have for children’s learning.

Background and Aims: After endoscopic resection (ER) of early esophageal adenocarcinoma (EAC), the optimal management of patients with high-risk histologic features for lymph node metastases (ie, submucosal invasion, poor differentiation grade, or lymphovascular invasion) remains unclear. We aimed to evaluate outcomes of endoscopic follow-up after ER for high-risk EAC. Methods: For this retrospective cohort study, data were collected from all Dutch patients managed with endoscopic follow-up (endoscopy, EUS) after ER for high-risk EAC between 2008 and 2019. We distinguished 3 groups: intramucosal cancers with high-risk features, submucosal cancers with low-risk features, and submucosal cancers with high-risk features. The primary outcome was the annual risk for metastases during follow-up, stratified for baseline histology. Results: One hundred twenty patients met the selection criteria. Median follow-up was 29 months (interquartile range, 15-48). Metastases were observed in 5 of 25 (annual risk, 6.9%; 95% confidence interval [CI], 3.0-15) high-risk intramucosal cancers, 1 of 55 (annual risk, .7%; 95% CI, 0-4.0) low-risk submucosal cancers, and 3 of 40 (annual risk, 3.0%; 95% CI, 0-7.0) high-risk submucosal cancers. Conclusions: Whereas the annual metastasis rate for high-risk submucosal EAC (3.0%) was somewhat lower than expected in comparison with previous reported percentages, the annual metastasis rate of 6.9% for high-risk intramucosal EAC is new and worrisome. This calls for further prospective studies and suggests that strict follow-up of this small subgroup is warranted until prospective data are available.

Background The optimal management for patients with low grade dysplasia (LGD) in Barrett’s esophagus (BE) is unclear. According to the Dutch national guideline, all patients with LGD with histological confirmation of the diagnosis by an expert pathologist (i. e. “confirmed LGD”), are referred for a dedicated re-staging endoscopy at an expert center. We aimed to assess the diagnostic value of re-staging endoscopy by an expert endoscopist for patients with confirmed LGD. Methods This retrospective cohort study included all patients with flat BE diagnosed in a community hospital who had confirmed LGD and were referred to one of the nine Barrett Expert Centers (BECs) in the Netherlands. The primary outcome was the proportion of patients with prevalent high grade dysplasia (HGD) or cancer during re-staging in a BEC. Results Of the 248 patients with confirmed LGD, re-staging in the BEC revealed HGD or cancer in 23% (57/248). In 79% (45/57), HGD or cancer in a newly detected visible lesion was diagnosed. Of the remaining patients, re-staging in the BEC showed a second diagnosis of confirmed LGD in 68% (168/248), while the remaining 9% (23/248) had nondysplastic BE. Conclusion One quarter of patients with apparent flat BE with confirmed LGD diagnosed in a community hospital had prevalent HGD or cancer after re-staging at an expert center. This endorses the advice to refer patients with confirmed LGD, including in the absence of visible lesions, to an expert center for re-staging endoscopy.

The ESA/NASA Solar Orbiter space mission has been successfully launched in February 2020. Onboard is the Polarimetric and Helioseismic Imager (SO/PHI), which has two telescopes, a High Resolution Telescope (HRT) and the Full Disc Telescope (FDT). The instrument is designed to infer the photospheric magnetic field and line-of-sight velocity through differential imaging of the polarised light emitted by the Sun. It calculates the full Stokes vector at 6 wavelength positions at the Fe I 617.3 nm absorption line. Due to telemetry constraints, the instrument nominally processes these Stokes profiles onboard, however when telemetry is available, the raw images are downlinked and reduced on ground. Here the architecture of the on-ground pipeline for HRT is presented, which also offers additional corrections not currently available on board the instrument. The pipeline can reduce raw images to the full Stokes vector with a polarimetric sensitivity of $10^{-3}\cdot I_{c}$ or better.

The Extreme Ultraviolet Imager (EUI) on board the Solar Orbiter (SO) spacecraft observed small extreme ultraviolet (EUV) bursts, termed campfires, that have been proposed to be brightenings near the apexes of low-lying loops in the quiet-Sun atmosphere. The underlying magnetic processes driving these campfires are not understood. During the cruise phase of SO and at a distance of 0.523\,AU from the Sun, the Polarimetric and Helioseismic Imager on Solar Orbiter (SO/PHI) observed a quiet-Sun region jointly with SO/EUI, offering the possibility to investigate the surface magnetic field dynamics underlying campfires at a spatial resolution of about 380~km. In 71\% of the 38 isolated events, campfires are confined between bipolar magnetic features, which seem to exhibit signatures of magnetic flux cancellation. The flux cancellation occurs either between the two main footpoints, or between one of the footpoints of the loop housing the campfire and a nearby opposite polarity patch. In one particularly clear-cut case, we detected the emergence of a small-scale magnetic loop in the internetwork followed soon afterwards by a campfire brightening adjacent to the location of the linear polarisation signal in the photosphere, that is to say near where the apex of the emerging loop lays. The rest of the events were observed over small scattered magnetic features, which could not be identified as magnetic footpoints of the campfire hosting loops. The majority of campfires could be driven by magnetic reconnection triggered at the footpoints, similar to the physical processes occurring in the burst-like EUV events discussed in the literature. About a quarter of all analysed campfires, however, are not associated to such magnetic activity in the photosphere, which implies that other heating mechanisms are energising these small-scale EUV brightenings.

Objective Radiofrequency ablation (RFA)±endoscopic resection (ER) is the preferred treatment for early neoplasia in Barrett's oesophagus (BE). We aimed to report short-term and long-term outcomes for all 1384 patients treated in the Netherlands (NL) from 2008 to 2018, with uniform treatment and follow-up (FU) in a centralised setting. Design Endoscopic therapy for early BE neoplasia in NL is centralised in nine expert centres with specifically trained endoscopists and pathologists that adhere to a joint protocol. Prospectively collected data are registered in a uniform database. Patients with low/high-grade dysplasia or low-risk cancer, were treated by ER of visible lesions followed by trimonthly RFA sessions of any residual BE until complete eradication of BE (CE-BE). Patients with ER alone were not included. Results After ER (62% of cases; 43% low-risk cancers) and median 1 circumferential and 2 focal RFA (p25-p75 0-1; 1-2) per patient, CE-BE was achieved in 94% (1270/1348). Adverse events occurred in 21% (268/1386), most commonly oesophageal stenosis (15%), all were managed endoscopically. A total of 1154 patients with CE-BE were analysed for long-term outcomes. During median 43 months (22-69) and 4 endoscopies (1-5), 38 patients developed dysplastic recurrence (3%, annual recurrence risk 1%), all were detected as endoscopically visible abnormalities. Random biopsies from a normal appearing cardia showed intestinal metaplasia (IM) in 14% and neoplasia in 0%. A finding of IM in the cardia was reproduced during further FU in only 33%, none progressed to neoplasia. Frequent FU visits in the first year of FU were not associated with recurrence risk. Conclusion In a setting of centralised care, RFA±ER is effective for eradication of Barrett's related neoplasia and has remarkably low rates of dysplastic recurrence. Our data support more lenient FU intervals, with emphasis on careful endoscopic inspection. Random biopsies from neosquamous epithelium and cardia are of

Con el confinamiento provocado por la pandemia de la COVID-19, el mundo educativo se vio abocado a una modalidad de enseñanza online y al uso continuado de las tecnologías digitales. En asignaturas como las de ciencias, más manipulativas e interactivas, ello supuso un verdadero reto. En esta experiencia recogemos las percepciones de 46 estudiantes universitarios sobre si el uso de unas determinadas estrategias y actividades les condujo a una mayor motivación hacía las ciencias. Para ello, tras poner en práctica dichas estrategias, se les pasó un pequeño cuestionario de cuyas respuestas se desprende que el alumnado valoró muy positivamente dichas experiencias y perciben una mejora sustancial de sus emociones y sensaciones hacía las ciencias. Si bien las actividades mejor valoradas son aquellas que requieren de una mayor interacción y participación por su parte, también ven en esta mayor implicación un problema. Se discute y se cree necesario un plan de formación docente que vaya más allá del conocimiento y uso de tecnología digital y que forme en la elección, creación, desarrollo e implementación de las estrategias y actividades adecuadas que permitan una mejora no sólo en la motivación sino también en el aprendizaje del alumnado., With the confinement caused by the COVID-19 pandemic, the educational world was forced to an online teaching modality and the continued use of digital technologies. In subjects such as science, which were more manipulative and interactive, this was a real challenge. In this experience we collected the perceptions of 46 university students on whether the use of certain strategies and activities led them to greater motivation towards science. To do this, after putting these strategies into practice, they were given a short questionnaire from whose responses it is clear that the students valued these experiences very positively and perceive a substantial improvement in their emotions and feelings towards science. Although the most highly valued activities are those that require greater interaction and participation on their part, they also see this greater involvement as a problem. A teacher training plan that goes beyond the knowledge and use of digital technology is discussed and is believed to be necessary and that forms in the choice, creation, development and implementation of appropriate strategies and activities that allow an improvement not only in motivation but also in student learning.

Con la COVID-19 el nivel competencial de los docentes se ha puesto en tela de juicio, y se hace necesario que los docentes estén capacitados para desempeñar su labor teniendo bien desarrolladas sus competencias profesionales, que deben ir más allá de la competencia digital. Con 83 estudiantes del grado de Magisterio en Educación Infantil se llevó a cabo esta investigación que tiene por objetivo comprobar que, tras un trabajo de clasificación, análisis e implementación justificada y razonada de las TIC en la enseñanza de las ciencias experimentales en Educación Infantil, se percibe por su parte una mejora de las competencias profesionales docentes y de forma asociada, también lo será en las competencias de su futuro alumnado. Los resultados demuestran que tienen una percepción bastante notable sobre el papel que juegan las TIC en la mejora de sus competencias. Sin embargo, hay que ser prudentes con estos resultados y debemos recomendar que se establezcan planes de formación tanto de los futuros docentes como de los docentes en activo, que formen a estos en el correcto uso e implementación de las TIC, y se haga de una forma justificada y razonada.

Debido a la crisis sanitaria que vivimos, buena parte de la docencia que se lleva a cabo actualmente es a distancia. Para mejorar la calidad de dicha enseñanza, decidimos elaborar un repositorio de material multimedia que apoyara visualmente muchos de los contenidos científicos que trabajamos de forma teórica en las asignaturas de Enseñanza y Aprendizaje de las Ciencias Experimentales II y Didáctica del Conocimiento del Medio Natural en los grados universitarios en Maestro en Educación Primaria e Infantil. Las experiencias grabadas forman parte de un itinerario de aprendizaje sobre una de las grandes teorías que queremos que los futuros maestros aprendan (puesto que después ellos deberán enseñarlo), sobre: propiedades y estructura común a todos los materiales. Con esta propuesta educativa pretendemos facilitar el desarrollo de competencias y habilidades científicas, que permitan adquirir un mejor aprendizaje y mejorar sus actitudes hacia las ciencias, y también, disponer de ejemplos de actividades experimentales que sirvan, por un lado, para la formación de los futuros maestros de Educación Infantil y Educación Primaria, y a su vez, como ejemplos de actividades sencillas que puedan llevar a cabo con sus futuros alumnos.

El cambio climático no es un tema baladí, y su trascendencia y actual preocupación hacen que sea un tema serio y delicado. Aun así, es un tema que también tiene cabida en el cómic, pues se puede utilizar este para divulgar y concienciar sobre la importancia de dicho problema. Así, analizamos la presencia de esta temática en el cómic en castellano para finalmente centrarnos en dos ejemplos de Mortadelo y Filemón y Superlópez, respectivamente. En ellos, aunque la presencia del cambio climático es palpable, se echa en falta una mayor implicación que permita una concienciación del lector sobre el problema., Climate change is not a trivial issue, and its importance and current concern make it a serious and a sensitive issue. Even so, it is a topic that also has a place in comics, since it can be used to disseminate and raise awareness about the importance of this problem. Thus, we analyze the presence of this topic in Spanish comics to finally focus on two examples of Mortadelo and Filemón and Superlópez, respectively. In these items, although the presence of climate change is palpable, there is a need for greater involvement that allows the reader to become aware of the problem.

The use of school gardens as an educational practice in Spanish educational centers has recently regained greater prominence and significance, especially within the framework of the 2030 Agenda on Sustainable Development. However, the presence and visibility of school gardens as well as the ways in which centers use them remain little known to the educational community. Furthermore, in a world where our lives are increasingly governed by the digital and the Internet, social networks arise as fantastic tools to give prominence and disseminate the educational actions which take place in schools. Seeking to ascertain the extent to which school gardens are visible and present on social media, as well as how schools use those school gardens, we carried out the collection and analysis of the last 100 posts appearing with the hashtag #huertoescolar on three social networks: Twitter, Facebook and Instagram. It follows from the results obtained not only those educational centers record these practices preferably on Twitter, then on Facebook and finally on Instagram, but also that they utilize school gardens mostly to ensure the practical application of the theoretical contents taught in different academic subjects as well as to encourage students’ environmental awareness. Greater use of school gardens is still needed to work on Sustainable Development Goals, though., El uso del huerto escolar como práctica educativa en los centros educativos españoles ha recobrado en los últimos tiempos un mayor protagonismo y trascendencia, especialmente en el marco de la Agenda 2030 sobre el Desarrollo Sostenible. Sin embargo, la presencia, visibilidad y usos que los centros hacen de los huertos escolares sigue siendo algo poco conocido para la comunidad educativa. Por otro lado, en un mundo donde lo digital e Internet están cada vez más presentes en nuestras vidas, las redes sociales son unas fantásticas herramientas para dar visibilidad y comunicar las acciones educativas que tienen lugar en los centros educativos. Con la idea de conocer cómo de visibles y presentes están los huertos escolares en las redes sociales, así como los usos que de ellos se hacen en los centros educativos, llevamos a cabo la recolección y el análisis de las 100 últimas publicaciones que con el hashtag #huertoescolar se produjeron en tres redes sociales: Twitter, Facebook e Instagram. De los resultados obtenidos se desprende que los centros educativos dejan constancia de estas prácticas preferentemente en Twitter, después en Facebook y por último en Instagram y que los usos que dan a los huertos escolares son mayoritariamente como aplicación práctica de los contenidos teóricos de diferentes materias académicas y para la sensibilización medioambiental del alumnado. Se echa en falta un mayor uso de estos para trabajar los Objetivos de Desarrollo Sostenible.