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En aquest article es presenten les activitats i experiències impulsades des de la Cartoteca de Catalunya amb l'objectiu de visibilitzar i reconèixer els treballs de les dones en un camp tradicionalment amb una gran presència d'homes, com són les ciències de la terra. Les dues activitats principals se centren en la celebració d'exposicions per donar difusió al fons propi de la Cartoteca, i a intentar desenvolupar col·leccions més equilibrades des del punt de vista de gènere. This article describes the activities designed by the Map Library of Catalonia to draw attention to the contributions of women to Earth sciences, a field traditionally dominated by men. The Library’s two main lines of action are the organization of exhibitions to bring its holdings to a wider public, and its project to develop more gender-balanced collections.

This article presents two experiences of audiovisual exercises made by students of Forest Engineering at UFRPE who didn't have any previous contact with the cinema field. The objective is to propose a discussion on the use of communicational tools in the exercise of pedagogy, departing from the provocation of professor and researcher Virginia Kastrup (2007) to think about the teacher's work from the perspective of invention, or, in other words "learning as invention of problems". More specifically, the paper intends to think about the term "agroecologist teacher", analyzing the field of agroecology as a meeting point between earth sciences and social sciences. [ABSTRACT FROM AUTHOR]

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This paper was motivated by the strong need of preparing instructional materials in electronic support (CD-Rom and others) or its diffusion through information nets (internet), as well by the scarcity of research studies, under a constructivist view, in the area of Earth sciences. We tried to investigate whether there is a relationship between the type of hypertextual organization of information and the resulting type of learning and/or reasoning, attempting to understand which are the best solutions in terms of hypermedia documents construction. In order to support theoretically our study we used the theories of meaningful learning and cognitive flexibility. Two hyperdocuments, constructed with similar contents but different organization (hierarchically and in network) were applied to a sample of 31 students (14 5o 16 years). In the construction of the hyperdocuments studies by Chi et al. on conceptual change were also taken into account. Research findings suggest that hierarchical hypertextual structure seems to favor subordinate and superordinate meaningful learning associated to descriptive and classificative reasonings. However, the network hipertextual structure, while favoring cognitive flexibility, might stimulate progressive differentiation and integrative reconciliation promoting combinatorial learning associated to interpretive and explicative reasonings.