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96 p. : il.-- Bibliogr.: p. 65-69, [EUS] Gradu Amaierako lan honek ortu ekodidaktikoek jasangarritasunaren hezkuntzan izan dezaketen inpaktua aztertu nahi du. Horretarako, Lehen Hezkuntzako 6. mailako ikasleen naturarekiko konexioa eta ortuen inguruan duten kontzeptualizazioa, bertako elikagaien inguruan dituzten ezagutzak eta elikadura jasangarria zer den dakiten aztertzeko bibliografian oinarritutako galdetegi bat diseinatu eta aurrera eraman da. Honen bidez, Lehen Hezkuntzako azken etapa honetan ikasleek dituzten ezagutza eta aurreideiak zeintzuk diren aztertu dira, Oinarrizko Hezkuntza Curriculumean zehaztuta dauden helburu eta edukien ikaskuntza benetan bermatzen diren egiaztatzeko asmoz. Galdetegia, Gasteizko Zabalgana eskolan eta Umandi ikastolan egin da eta ikastetxe hauetako 6. mailako 122 ikasleek parte hartu dute. Bestalde, ortu ekodidaktikoek izan ditzaketen erabilera eta hauen inpaktua ikusi ahal izateko, irakaskuntza-ikaskuntza sekuentzia (IIS) baten berdiseinua egin da eta inplementazio pilotua aurrera eraman da Zabalgana ikastetxean (LH 6. maila, n=24). Honekin, LHko ikasleak baratzan murgiltzea, naturarekiko konexioa sustatzea, ortuaren kudeaketan trebatzea eta elikagaien jatorriaren inguruko ezagutzak lantzea bilatu da. IIS hau, Europar Batasunak abiarazitako EAThink (2015) proiektuan oinarritzen da eta inplementazioaren ardatz nagusia izan da. Amaitzeko, IISaren inpaktua ebaluatzeko asmoz, pre/post galdetegiak erabili dira. Naturarekiko konexioan, bertako elikagaien eta ortuen inguruko ezagutzetan aldaketak egon diren aztertzeko asmoz. Emaitzek adieraztera eman dutena, ikasleek naturarekiko lotura sendo bat islatzen duten arren, ezagutzak ez direla behar luketen sakonak. Hau gutxi ez balitz, elikadura jasangarriaren inguruko idea egokiak dituzten arren, honen arrazoiak ez dituzte ulertzen. Bestetik, ortuaren kontzeptu sinple bat eta bertako espezieen identifikazioarekin arazoak dituztela baieztatu da. Amaitzeko, EAThink proiektuaren unitate baten birmoldaketa (ortua ardatz bezala e, [ES] Este trabajo de Fin de Grado pretende analizar el impacto que los huertos ecodidácticos pueden tener en la educación para la sostenibilidad. Para ello, se diseñó y se aplicó un cuestionario con el objetivo de analizar la conexión con la naturaleza del alumnado de 6º de Primaria y sus conocimientos sobre los huertos ecodidácticos y sus alimentos. A través de ello, se evaluaron los conocimientos e ideas previas del alumnado en esta última etapa de Educación Primaria, con el fin de conocer si realmente se garantiza el aprendizaje de los objetivos y contenidos definidos en el Currículo de Educación Básica. El cuestionario se ha realizado en los CEIP Zabalgana y Umandi de Vitoria-Gasteiz donde han participado 122 alumnos de 6º curso de estos centros. Por otro lado, para poder ver el uso que pueden tener los huertos ecodidácticos y su impacto, se ha realizado el diseño de una secuencia de enseñanza-aprendizaje (SEA). Con ella, se buscará la inmersión del alumnado de 6º de Primaria en el huerto escolar, fomentar la conexión con la naturaleza, formarse en la gestión de la huerta y trabajar los conocimientos sobre el origen de los alimentos. Posteriormente, se llevó a cabo una implementación piloto de la SEA en un aula con 24 alumnos de 6º de la escuela Zabalgana. Esta unidad didáctica forma parte del proyecto EAThink (2015) puesto en marcha por la Unión Europea y ha sido el eje central de la SEA. Para finalizar, para poder realizar la evaluación de la SEA, analizamos el impacto de la SEA mediante un diseño de cuestionarios pre/post en lo relativo a la conexión con la naturaleza del alumnado, los conocimientos sobre los alimentos autóctonos y los conocimientos sobre la huerta. Los resultados indican que, aunque los alumnos reflejan una fuerte relación con la naturaleza, los conocimientos no son superficiales. Así mismo, aunque tienen ideas adecuadas sobre la alimentación sostenible, no entienden las razones de su importancia. Por otro lado, se ha confirmado que tienen u, [EN] This Final Degree project aims to analyse the impact organic learning gardens can have on sustainability education. In order to do this, a questionnaire has been designed and carried out to analyse the connection with nature of 6th grade students and their knowledge about gardens and their products. By means of this, the knowledge and preconceptions of pupils in this last stage of Primary Education has been assessed, in order to find out whether the learning objectives and contents defined in the Basic Education Curriculum are really achieved. The questionnaire was carried out at the Zabalgana school and the Umandi ikastola in Vitoria-Gasteiz where 122 6th grade students from these schools took part. On the other hand, in order to see how the organic learning gardens can be used and assess their impact, a teaching-learning sequence (TLS) has been designed. The aim is to immerse the 6th grade students in the organic garden, to promote the connection with nature, to train them in the management of the garden and to work on the knowledge of the origin of foodstuffs. Additionally, we have implemented the TLS in a classroom with 24 6th grade students from the Zabalgana school. This TLS is grounded on the EAThink project (2015) launched by the European Union and has been the central axis of the TLS. Finally, in order to evaluate the impact of the TLS didactic sequence, with respect to the pupils' natural connection, knowledge about local foods and knowledge about the organic garden using a pre/post test design. The results indicate that although students reflect a strong relationship with nature, knowledge is incomplete. Moreover, although they have appropriate ideas about sustainable food, they do not understand the reason behind. Additionally, it has been confirmed that they have a basic knowledge of natural elements of gardens and have problems with the identification of local species. Finally, a redesign of a TLS grounded on the EAThink project (2015) (using orga

[EN] Intra- and inter-specific gene flow are natural evolutionary processes. However, human-induced hybridization is a global conservation concern across taxa, and the development of discriminant genetic markers to differentiate among gene flow processes is essential. Wolves (Canis lupus) are affected by hybridization, particularly in southern Europe, where ongoing recolonization of historic ranges is augmenting gene flow among divergent populations. Our aim was to provide diagnostic canid markers focused on the long-divergent Iberian, Italian and Dinaric wolf populations, based on existing genomic resources. We used 158 canid samples to select a panel of highly informative single nucleotide polymorphisms (SNPs) to (i) distinguish wolves in the three regions from domestic dogs (C. l. familiaris) and golden jackals (C. aureus), and (ii) identify their first two hybrid generations. The resulting 192 SNPs correctly identified the five canid groups, all simulated first-generation (F1) hybrids (0.482≤Qi≤0.512 between their respective parental groups) and all first backcross (BC1) individuals (0.723≤Qi≤0.827 to parental groups). An assay design and test with invasive and non-invasive canid samples performed successfully for 178 SNPs. By separating natural population admixture from inter-specific hybridization, our reduced panel can help advance evolutionary research, monitoring, and timely conservation management.

Carnivores tend to exhibit a lack of (or less pronounced) genetic structure at continental scales in both a geographic and temporal sense and this can confound the identification of post-glacial colonization patterns in this group. In this study we used genome-wide data (using genotyping by sequencing [GBS]) to reconstruct the phylogeographic history of a widespread carnivore, the red fox (Vulpes vulpes), by investigating broad-scale patterns of genomic variation, differentiation and admixture amongst contemporary populations in Europe. Using 15,003 single nucleotide polymorphisms (SNPs) from 524 individuals allowed us to identify the importance of refugial regions for the red fox in terms of endemism (e.g., Iberia). In addition, we tested multiple post-glacial recolonization scenarios of previously glaciated regions during the Last Glacial Maximum using an Approximate Bayesian Computation (ABC) approach that were unresolved from previous studies. This allowed us to identify the role of admixture from multiple source population post-Younger Dryas in the case of Scandinavia and ancient land-bridges in the colonization of the British Isles. A natural colonization of Ireland was deemed more likely than an ancient human-mediated introduction as has previously been proposed and potentially points to a larger mammalian community on the island in the early post-glacial period. Using genome-wide data has allowed us to tease apart broad-scale patterns of structure and diversity in a widespread carnivore in Europe that was not evident from using more limited marker sets and provides a foundation for next-generation phylogeographic studies in other non-model species.

60 p. -- Bibliogr.: p. 48-56, [EUS] Egungo giza-ingurumen larrialdiaren testuinguruan, Jasangarritasunerako Hezkuntza funtsezkoa da portaera kaltegarrien bide sozialak bide jasangarri bihurtzeko. Hori dela eta, hurrengo ikerketan, Euskal Herriko Lehen Hezkuntzako irakasleen (LHIR), etorkizuneko maisu-maestren (LHEI) zein Lehen Hezkuntzako ikasleen (LHIK) jasangarritasunaren hezkuntzaren alorrean gakoak diren alderdi ezberdinak ebaluatu dira atal ezberdinekin osaturiko galdetegi batez baliatuta: jasangarritasunerako kontzientzia (JK) -ezagutzak, jarrerak eta portaerak hiru dimentsioetan (ingurumena, sozial eta ekonomikoa)-, naturarekiko lotura, Garapen Jasangarriaren Helburuen Inguruko ezagutza eta pertzepzioa, jasangarritasunaren kontzeptualizazioa eta, azkenik, jasangarritasunaren irakaskuntzaren inguruko pertzepzioak aztertu diraa. Beraz, ikerketa-lan honen xedea hiru inkestatu laginen emaitzak aditzera ematea eta haien arteko desberdintasunak aztertzea da. JK galdeteagiaren aurkikuntzek agerian uzten dute parte-hartzaile guztien jasangarritasunarekiko jarrera-soziala gailentzen dela eta, aldiz, balio baxuenak dimentsio ekonomikoarekin lotutako portaerak jaso dituela. Bestalde, generoak eragindako desberdintasunak agertu dira, non, neskek mutilak baino balio altuagoak dituzten. Horrez gain, Garapen Jasangarrirako Helburuen (GJH) erantzunek argi utzi dute galdetegia osatu duten gehiengoek ez dituztela hauek ezagutzen eta helbururik garrantzitsuena haientzat kalitatezko hezkuntza dela. Hirugarrenik, etorkizuneko zein lanean dauden LHko irakasleek jasangarritasunerako hezkuntza alderdi garrantzitsu bat bezala identifikatzen baldin badute ere, jasangarritasunerako hezkuntzari buruz duten auto-eraginkortasuna oso baxua da. Laugarrenik, naturarekiko loturari dagokionez, emaitzek agerian utzi dute zenbat eta adin nagusiagoa izan orduan eta naturarekiko lotura gehiago antzematen dela. Azkenik, garapen jasangarriaren kontzeptualizazioaren erantzunek iradoki dute zenbat eta ibilbide akademiko luzeagoa i, [ES] En el actual contexto de crisis socio-ambiental, la Educación para la Sostenibilidad es fundamental para transformar las vías sociales de comportamientos nocivos en caminos sostenibles. Por ello, en la siguiente investigación se han evaluado diferentes aspectos clave en el ámbito de la educación de la sostenibilidad, por un lado del profesorado de Educación Primaria del País Vasco por otro el alumnado y finamalmente los futuros profesores de Educacion Primaria, para ello se ha utilizado un cuestionario compuesto por diferentes apartados: La Conciencia para la Sostenibilidad (CS) conocimientos, actitudes y comportamientos en las tres dimensiones (ambiental, social y económica), la relación con la naturaleza, el conocimiento y percepción de los Objetivos de Desarrollo Sostenible, la conceptualización de la sostenibilidad y, finalmente, las percepciones sobre la enseñanza de la sostenibilidad. Por lo tanto, el objetivo de esta investigación es reportar los resultados de las tres muestras de encuestados y analizar las diferencias entre ellos. Los hallazgos del cuestionario de Conciencia para la Sostenibilidad ponen de manifiesto que prima la actitud social hacia la sostenibilidad de todos los participantes, mientras que el valor más bajo lo han recibido los comportamientos relacionados con la dimensión económica. Por otro lado, los resultados han destacado las desigualdades de género, ya que, las mujeres tienen valores más altos que los hombres. Además, las respuestas a los Objetivos de Desarrollo Sostenible (ODS) han dejado claro que la mayoría de quienes completaron el cuestionario los desconocían y que el objetivo más importante para ellos era una educación de calidad. En tercer lugar, aunque los actuales y futuros profesores de primaria identifican la educación como un aspecto importante de la sostenibilidad, su autoeficacia en la educación para la sostenibilidad es muy baja. En cuarto lugar, en cuanto a la relación con la naturaleza, los resultados han puesto, [EN] Due to the gravity surrounding today's social and environmental atmosphere, education regarding sustainability is urgent, in order to turn non-beneficial behaviours into beneficial ones. Therefore, in the following research, the faculty and students of Basque Country and upcoming teachers have been evaluated on their knowledge on different aspects of sustainability using a survey which includes the following sections: consciousness of sustainability, knowledge and the behaviours on the three dimensions (environmental, social and economic), the relationship with nature, the knowledge and perception of the sustainability objectives, and, finally, the perception of education regarding sustainability. Thus, the aim of this survey is to report the results obtained from three samples of survey respondents and to analyze the differences between those three samples. The discoveries of the survey reveal that social behavior towards sustainability of respondents prevails over the behaviours surrounding the economic dimension. In the results the differences between genders have appeared, as women show more sustainable values than men. In addition, the results show that the majority of respondents are unaware of the sustainable development objectives, and that their priority is quality education. Thirdly, although current and future teachers recognise education as a key factor of sustainability, they find themselves unable to explain the term. Fourthly, in regard to the relationship with nature, the results show that, as the respondents age the relationship increases. Lastly, the results concerning the conceptualization of sustainable development reveal that the longer the academic career, the more complete and correct is the meaning those teachers give. The results of this survey unveil that the education regarding sustainability should be a permanent training for the citizens, and that the educational community should promote urgent changes towards a new sustainable cult

Background: Understanding the processes that lead to hybridization of wolves and dogs is of scientific and management importance, particularly over large geographical scales, as wolves can disperse great distances. However, a method to efficiently detect hybrids in routine wolf monitoring is lacking. Microsatellites offer only limited resolution due to the low number of markers showing distinctive allele frequencies between wolves and dogs. Moreover, calibration across laboratories is time-consuming and costly. In this study, we selected a panel of 96 ancestry informative markers for wolves and dogs, derived from the Illumina CanineHD Whole-Genome BeadChip (174 K). We designed very short amplicons for genotyping on a microfluidic array, thus making the method suitable also for non-invasively collected samples. Results: Genotypes based on 93 SNPs from wolves sampled throughout Europe, purebred and non-pedigree dogs, and suspected hybrids showed that the new panel accurately identifies parental individuals, first-generation hybrids and first-generation backcrosses to wolves, while second- and third-generation backcrosses to wolves were identified as advanced hybrids in almost all cases. Our results support the hybrid identity of suspect individuals and the non-hybrid status of individuals regarded as wolves. We also show the adequacy of these markers to assess hybridization at a European-wide scale and the importance of including samples from reference populations. Conclusions: We showed that the proposed SNP panel is an efficient tool for detecting hybrids up to the thirdgeneration backcrosses to wolves across Europe. Notably, the proposed genotyping method is suitable for a variety of samples, including non-invasive and museum samples, making this panel useful for wolf-dog hybrid assessments and wolf monitoring at both continental and different temporal scales.

Learning the scientific model of sound (ScMS) is present in the science curriculum of all educational levels and is a critical component of scientific literacy. This paper presents a systematic review of students' understanding the ScMS around three key ideas that emerge from the epistemological analysis: nature of sound and its properties, propagation of sound and the wave model. It should be noted that, regardless of the educational stage, there is a difficulty in relating the intrinsic properties of sound to wave magnitudes and a persistence of conceptions that attribute material properties to sound. In addition, there is no clear learning progression of the ScMS from Primary Education to the early years of University. Finally, the implications for teaching and learning the ScMS are discussed.

A species' potential distribution can be modelled adequately only if no factor other than habitat availability affects its occurrences. Space use by stone marten Martes foina is likely to be affected by interspecific competition with the strictly related pine marten Martes martes, the latter being able to outcompete the first species in forested habitats. Hence, to point out the environmental factors which determine the distribution and density of the stone marten, a relatively understudied mesocarnivore, we applied two non-invasive survey methods, camera-trapping and faecal-DNA based genetic analysis, in an Alpine area where the pine marten was deemed to be absent (Val Grande National Park N Italy). Camera trapping was conducted from October 2014 to November 2015, using up to 27 cameras. Marten scats were searched for between July and November 2015 and, to assess density, in spring 2017. Species identification was accomplished by a PCR-RFLP method, while 17 autosomal microsatellites were used for individual identification. The stone marten occurred in all available habitats (83% of trapping sites and 73.2% of scats); nonetheless, habitat suitability, as assessed using MaxEnt, depended on four major land cover variables-rocky grasslands, rocks and debris, beech forests and chestnut forests-, martens selecting forests and avoiding open rocky areas. Sixteen individuals were identified, of which 14 related to each other, possibly forming six different groups. Using capwire estimators, density was assessed as 0.95 (0.7-1.3) ind/km(2). In the study area, the widespread stone marten selected forested areas, attaining density values like those reported for the pine marten in northern Europe and suggesting that patterns of habitat selection may depend on the relative abundance of the two competing martens

With an accelerating negative impact of anthropogenic actions on natural ecosystems, non-invasive biodiversity assessments are becoming increasingly crucial. As a consequence, the interest in the application of environmental DNA (eDNA) survey techniques has increased. The use of eDNA extracted from faeces from generalist predators, have recently been described as "biodiversity capsules" and suggested as a complementary tool for improving current biodiversity assessments. In this study, using faecal samples from two generalist omnivore species, the Eurasian badger and the red fox, we evaluated the applicability of eDNA metabarcoding in determining dietary composition, compared to macroscopic diet identification techniques. Subsequently, we used the dietary information obtained to assess its contribution to biodiversity assessments. Compared to classic macroscopic techniques, we found that eDNA metabarcoding detected more taxa, at higher taxonomic resolution, and proved to be an important technique to verify the species identification of the predator from field collected faeces. Furthermore, we showed how dietary analyses complemented field observations in describing biodiversity by identifying consumed flora and fauna that went unnoticed during field observations. While diet analysis approaches could not substitute field observations entirely, we suggest that their integration with other methods might overcome intrinsic limitations of single techniques in future biodiversity surveys

67 p. : il.-- Bibliogr.: p. 53-56, [EUS] Gaur egun, ezinbestekoa da Haur Hezkuntzatik abiatuta, zientziarako konpetentzia garatzen hastea. Gaitasun hau sustatzeko asmoz, azken urteetan Aukera Askeko Zientzia Espazioen (AAZE) erabilera geroz eta nabarmenagoa da HHn. Hala ere, AAZEn inguruko proposamenak eta hauek aztertzeko baliabideak murritzak dira. Haur Hezkuntzako Gradu Amaierako lan honek lau helburu nagusi ditu. Hasteko, AAZEetan EAEn erreferentea den Umandi ikastolaren (HLHI) ibilbide historikoaren eta orain arte sortu dituen baliabideen analisi orokorra egitea da. Honekin loturik, Umandi ikastetxeak zientziarako gaitasuna lantzeko bere ibilbidean zehar sortu dituen proposamen guztiak, bilduma batean jasotzea, antolatzea eta laburbiltzea. Jarraian, bibliografian oinarritutako errubrika bat diseinatzea da, AAZEk, kanpo zein barne espazioak, haien dimentsio guztietan ebaluatu ahal izateko (i.e. Gunearen deskribapen orokorra, erabileraren maiztasuna, metodologia, lantzen diren jakintza arloak eta zientzia prozesuak, espazioaren analisia, irakaslearen zein ikaslearen rola eta proposamenen kalitatea). Azkenik, errubrikaren bidez eta behaketa zuzenaren bitartez, Umandin 2019/20 ikasturtean barne espazioan aktiboak dauden 5 AAZEn diagnostiko xehatu burutu da. Metodologiari dagokionez, eta guzti hau erdietsi ahal izateko, bilaketa bibliografikoak, eskolaren analisi orokorra, hezitzaile desberdinekin bilerak eta kanpo eremu zein aukera askeko zientzia espazioen datuen jasoketa sakona ere egin da. Hau guztia kontuan harturik, zientziarako gaitasuna lantzeko proposamen bilduma berri bat eta Umandiko AAZEn emaitza baliotsuak aurkezten dira, gune hauen funtzionamendu aproposerako gakoak diren dimentsio guztiak aztertzeko diseinatutako errubrika berri batean oinarriturik. Emaitzen azterketa egin ostean, ondorioztatzen da, AAZEk HHn konpetentzia zientifikoa garatzeko proposamenak baliagarriak direla, bertan lantzen diren zientzia prozesuak ezinbestekoak direla eta HHko AAZEn ebaluazioa egoki bat beharrezkoa d, [ES] Hoy en día es imprescindible empezar a desarrollar la competencia científica desde la Educación Infantil (EI). Con el objetivo de fomentar esta competencia, en los últimos años el uso de los Espacios de Ciencia de Libre Elección (ECLE) en EI es cada vez más patente. Sin embargo, las propuestas de ECLE y los recursos para analizarlas son áun escasos. Este trabajo fin de grado en Educación Infantil tiene cuatro objetivos principales. En primer lugar, se trata de realizar un análisis general de la trayectoria histórica de la Ikastola Umandi (HLHI), referente en la CAPV en los ECLE, y de los recursos que ha generado hasta la fecha. En este sentido, este trabajo persigue recoger, organizar y resumir en una colección todas las propuestas educativas que el colegio Umandi ha creado a lo largo de su trayectoria para trabajar la competencia científica. Asimismo, se trata de diseñar una rúbrica basada en la bibliografía que permita evaluar los ECLE, tanto externos como internos, en todas sus dimensiones (i.e. descripción general del espacio, frecuencia de uso, metodología, áreas de conocimiento y procesos científicos que se trabajan, análisis del espacio, rol del profesor y del alumno y calidad de las propuestas). Por último, a través de la rúbrica y la observación directa, se ha realizado un diagnóstico detallado de 5 ECLE activos en el espacio interior de Umandi en el curso 2019/20. En cuanto a la metodología de trabajo, se han realizado búsquedas bibliográficas, un análisis general de la escuela mediante reuniones y entrevistas con diferentes educadores y una recopilación exhaustiva de datos relativos a los espacios de ciencia de libre elección. En cuanto a los resultados, en este trabajo se presenta una nueva colección de propuestas para trabajar la competencia científica así como valiosos resultados en torno a los ECLE de Umandi fundamentados en la aplicación de una nueva rúbrica diseñada para analizar todas las dimensiones clave para el buen funcionamiento de estos

This article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines following constructivist and active learning strategies, such as problem-based learning and place-based education. In this TLS, both the topic and the learning context act as facilitators of education for sustainable development (ESD). The contents address the overarching STEM and sustainability concepts related to air pollutants, weather, and climate. Our results show that students learned about a STEM topic within a space and context that enables ESD. Several misconceptions related to air quality, weather, and statistics were identified through the evaluation of students’ initial ideas. Furthermore, students’ attitudes towards the topic of study and self-efficacy and perceived relevance of ESD improved after the implementation. These results will guide further improvements of the designed TLS, which connects STEM education and ESD as a transformative educational experience for pre-service teachers. In this sense, we conclude that such initiatives can improve pre-service primary teachers’ self-efficacy as agents of change towards sustainable development goals.

The serious and growing impacts of invasive alien species (IAS) on the planet make it necessary to include this issue with greater determination in educational programs, with the aim of generating citizens capable of dealing with this environmental problem in a sustainable way. Likewise, the management of IAS represents a clear socio-scientific issue (SSI), which gives greater interest to its inclusion in school. At this point, future teachers play a key role, so that their knowledge, perceptions and attitudes on the subject must be evaluated. In order to deal with this objective, a questionnaire was filled out by 400 students of the degrees in early childhood education and primary education of the Universities of La Rioja (UR) and the Basque Country (UPV/EHU), Spain. Our results show that pre-service teachers do not perceive impacts of different types generated by IAS, and they show a clear lack of knowledge about transmission vectors. Likewise, they do not support various control measures, especially slaughter of invasive vertebrates, related to affective dimensions. These results highlight the need to work toward an appropriate integration of this issue at different educational levels, training students and educators, fostering favorable attitudes toward a sustainable management of IAS.

Studies have shed light on the idea that people who have experiences in natural settings might be more aware of the environment. Learning gardens, as outdoor contexts, might contribute to the development of students' affective relations toward nature, pro-environmental attitudes, and protective actions; neverthless, these aspects begging to be explored. This preliminary research investigates the impact that the use of organic gardens to teach natural sciences at university has on kindergarten pre-service teachers' (KPST) connectedness to and conceptions of nature. The research follows a pre-/post-design and it uses a mixed methods approach. A total of 74 students completed four quantitative scales (INS, CCC, LCN, and NR-6), and 66 of them an open question about the concept of nature. After the garden experience, students scored higher in all the scales, nevertheless the change was significant only for INS and CCC. The phenomenographic analysis evidenced an initial predominant static and non-social concept of nature, biased toward the most obvious biological elements. After the garden-based learning experience, more informed conceptions of nature - including notions of complexity and systemic character - increased from 7 to 19%; however, statistical comparison was not significant. In spite of the absence of concluding results, further research is required to assess the role that learning gardens may play regarding connectedness to nature and pro-environmental behaviors.

138 p. : il. -- Bibliogr.: p. 56-60, [EUS] Gradu amaierako lan honek Ikerketan Oinarritutako Hezkuntza (IOH) metodologiaren bitartez energia termikoak materian duen eragina lantzeko on-line ikaskuntza gune (Inquiry Learning Space-ILS) baten diseinua, inplementazio pilotoa eta ebaluazioa biltzen ditu, materia gaiaren oinarrizko kontzeptuak Lehen hezkuntzan lantzeko proposamen didaktiko berritzaile gisa. Go Lab proiektu europarraren ikerketa zikloan oinarrituriko baliabide didaktiko berritzaile honek lehen hezkuntzan gaitasun zientifikoa garatzea du helburu. Esku-hartze didaktikoa Gasteizko Lehen Hezkuntzako Luis Elejalde Ikastetxean garatu izan da LH-ko 6. mailako 34 ikasleekin. Ikerketa eta esku-hartze didaktikoa hiru fase ezberdinetan antolatu izan da: 1) aldez-aurretiko (pre-test) galdetegia, Materia kontzeptuaz (propietateak, agregazio egoerak, aldaketa fisiko eta erreakzio kimikoen arteko ezberdintasunak), partikula ereduaz (materiaren ikuspegi sub-mikroskopikoa) eta materiaren dilatazio termikoaz (solidoak, likidoak eta gasak tenperaturaren eraginez maila makroskopikoan eta sub-mikroskopikoan pairatzen dituzten aldaketak) dituzten ezagutzak aztertzeko; 2) ikaskuntza gunearen (ILS) inplementazio pilotua, ikasleek IOH metodologiaren bitartez Go Lab proiektuaren ekosistema birtualean materiaren dilatazio termikoa ikertzeko eta 3) eskuhartze didaktikoaren osteko (post-test) galdetegia, materia kontzeptua, partikula eredua eta ILS-an bereziki landutako dilatazio termikoaren inguruko ezagutzaren eraikuntza ebaluatzeko eta ikasleek beraiek ILS-a eta IOH-ren balorazioa egin dezaten. Orokorrean, emaitzek adierazten dute ILS eta IOH-aren inplementazioak materia gaiarekiko interesa piztu duela ikasleengan, jardun zientifikoarekiko atxikimendua sortuz. ILS-aren inplementazioak ikasleen ongizatea eta interesa bermatu ditu, aspergarritasun maila baxuarekin. Bide batez, hainbat ikaskuntza berrien eraikuntza eragin die ILS-ak, nabarmentzen direlarik partikula ereduaren ezagutza eta honen erabilpen geroz eta zient, [ES] Este trabajo de fin de grado engloba el diseño, implementación y evaluación de un Espacio online de Aprendizaje mediante Indagación (Inquiry Learning Space-ILS) concebido para transmitir los conceptos básicos sobre los efectos que tiene la energía térmica en la materia, fundamentado en la metodología de Aprendizaje Basado en la Indagación (ABI), como propuesta didáctica innovadora para Educación Primaria. Este recurso didáctico innovador estructurado en base al ciclo de indagación del proyecto europeo Go Lab tiene como objetivo el desarrollo de la competencia científica en Educación Primaria. La intervención didáctica se ha llevado a cabo en el CEIP Luis Elejalde de Vitoria-Gasteiz, donde han participado 34 alumnos de 6º de Primaria. Dicha intervención está dividida en tres fases principales: 1) un cuestionario previo (pre-test) para analizar el nivel de conocimiento del alumnado sobre el concepto de materia (estados de agregación, propiedades, diferencias entre cambio físico y reacción química), el modelo de partícula (el enfoque submicroscópico de la materia) y la dilatación térmica de la materia (cambios que padecen sólidos, líquidos y gases a nivel macroscópico y submicroscópico por efecto del cambio de temperatura); 2) una implementación piloto del Espacio de Aprendizaje mediante Indagación (ILS) donde los alumnos han realizado actividades experimentales para la indagación de la dilatación térmica de la materia, mediante la metodología ABI dentro del ecosistema Go Lab, y 3) un cuestionario (post-test) posterior a la intervención didáctica para evaluar el nivel de conocimiento del alumnado sobre el concepto de materia, el modelo de partícula y la dilatación térmica, explícitamente trabajada en el ILS, así como para la valoración de la ILS y el ABI. En general, los resultados dejan patente que la implementación del ILS ha generado mayor interés acerca de la materia entre el alumnado, fomentando una adhesión emocional a la actividad científica. La implementac, [EN] This final degree project encompasses the design, implementation and evaluation of an Inquiry Learning Space (ILS) designed to convey the basic concepts on the effects of thermal energy on the matter, based on the Inquiry Based Learning (IBL) methodology, as an innovative teaching proposal for Primary Education. This innovative teaching resource structured on the basis of the research cycle of the European Go Lab project aims to develop scientific competence in Primary Education. The educational intervention has taken place in Luis Elejalde Primary school in VitoriaGasteiz, where 34 students from 6th Grade have participated. This intervention is divided into three main phases: 1) a previous questionnaire (pre-test) to analyze the level of knowledge of the students on the concept of matter (states of matter, properties, differences between physical change and chemical reaction), the particle model (the sub-microscopic model of matter) and the thermal expansion of matter (changes suffering from solids, liquids and gases at the macroscopic and sub-microscopic level by temperature change); 2) a pilot implementation of the Inquiry Learning Space (ILS) where students have carried out experimental activities for the investigation of the thermal expansion of the subject matter, using the IBL methodology within the Go Lab ecosystem, and 3) a post-test questionnaire after the didactic intervention to assess the level of knowledge of the students on the concept of matter, the particle model and thermal expansion, explicitly worked in the ILS, as well as for the assessment of the ILS and the IBL methodology. In general, the results make it clear that the implementation of ILS has generated more interest in the key idea of matter among the students, fostering an emotional adherence to scientific activity. The implementation of ILS has guaranteed the interest and well-being of the students, concing a low rate of boredom. Besides, the ILS has generated the construction of new

164 p. : il. -- Bibliogr.: pp. 56-63, [EUS] Gradu amaierako lan honek ikerketan oinarritutako ikaskuntza (IOI) metodologian eta sentsoreen erabilpenean oinarritutako irakaskuntza-ikaskuntza sekuentzia baten diseinua (IIS), ezarpena eta ebaluazioa lantzen ditu, kimika hezkuntzaren oinarrizko kontzeptuak Lehen hezkuntzan helarazteko. Modu berean, baliabide didaktiko berritzaile honen bidez lehen hezkuntzan gaitasun zientifikoa garatzea du helburu. Esku-hartze didaktikoa Gasteizko Lehen Hezkuntzako Hogar San José Ikastetxean jorratu izan da LH-ko 42 ikasleekin (n=20 5. mailan eta n=22 6. mailan). Ikerketa eta esku-hartze didaktikoa hiru fase ezberdinetan antolatu izan da: 1) aldez-aurretiko (pre-test) galdetegia, ikasleriaren zientziarekiko interesa, produktu kimikoen inguruko pertzepzioa eta oinarrizko bi kontzeptu kimiko ezberdinen ezagutza aztertzeko: Disoluzio (identifikazioa, osagaiak, propietateak eta sailkapen irizpideak) eta pH (identifikazioa, pertzepzioa eta erabilera) kontzeptuak; 2) Irakaskuntza-ikaskuntza sekuentziaren (IIS) inplementazio pilotua, ikasleek IOI metodologiaren bidez, laborategian jarduera esperimentalak jorratuz, disoluzio ezezagunak nola identifikatzen diren ikertzeko eta 3) azkenik, jarduera ondoko (post-test) galdetegia, ikasleen ezagutzaren eraikuntzaz jabetzeko eta IIS-ren ebaluazioa aztertzeko. Orokorrean, emaitzek adierazten dute produktu kimikoen inguruko pertzepzioa oraindik ezkorra dela eta ikasle askok kimikaren garrantzia ez dutela ulertzen. Izan ere, ikasleen disoluzio eta pH inguruko hasiera ezagutzak murritzak eta partzialak dira. Hala ere, IIS egin ostean, aldaketa baikorra sumatu izan da Lehen Hezkuntzako ikaslerian, batik bat, disoluzioen identifikazioan eta pH-a kontzeptuari buruzko ezagutzan (erabilera eta pertzepzioa). Era berean, ikasleek IIS-ri buruz egindako ebaluazioa oso positiboa izan da., [ENG] This end-of-degree project develop the design, implementation and evaluation of a Teaching and Learning Sequence (TLS) grounded on inquiry based learning methodology. The TLS aims to transmit the main concepts of chemistry education in Elementary Education. Moreover, another objective is to work scientific abilities on primary education. The educational intervention has taken place in a school of Vitoria-Gasteiz with 42 students from the last two years of primary education (n=20 5th & n=22 6th grade). The educational intervention has three different phases: 1) pre-test to analyze all the students’ previous knowledge about their interest in science, the perception of chemical products and the knowledge on two basic chemical concepts: solution (identification, components, characteristic and classification criteria) and pH (identification, perception and use); 2) the implementation of the teaching unit where students make experimental activities in the laboratory to investigate how to identify unknown solutions by inquiry based learning methodology and 3) a post-test in order to evaluate the students’ knowledge after the intervention together with and assessment test of the activities. In general, the results showed the perception of chemical products still has been negative and the majority of the students do not understand the importance of chemistry. In fact, students’ previous knowledge about solution and pH are limited and partial. However, before the TLS appreciate a positive change in the Elementary Education students, especially, in solutions identification and in pH concept (perception and use). It is also worth to say that the evaluation of students about this teaching unit has been positive., [ES] Este trabajo de fin de grado desarrolla el diseño, aplicación y evaluación de una secuencia de enseñanza-aprendizaje (SEA) fundamentada en la metodología de aprendizaje basado en la indagación, para transmitir los conceptos básicos de la educación química en Educación Primaria. Además de ello, otro de sus objetivos es trabajar la competencia científica en la Educación Primaria. La intervención didáctica se ha llevado a cabo en un colegio de VitoriaGasteiz donde han participado 42 alumnos (n=20 5º curso y n=22 6º curso). Dicha intervención está dividida en tres fases principales: 1) un cuestionario previo (pre-test) para analizar el nivel de conocimiento del alumnado sobre el interés por la ciencia, la percepción de los productos químicos y el conocimiento de dos conceptos químicos básicos: disolución (identificación, componentes, propiedades y criterios de clasificación) y pH (identificación, percepción y uso); 2) una implementación piloto de la secuencia de enseñanza-aprendizaje (SEA) donde los alumnos han realizado actividades experimentales en el laboratorio para investigar como identificar disoluciones desconocidas mediante la metodología de aprendizaje por indagación y 3) para terminar, un cuestionario (post-test) para evaluar el nivel de conocimiento del alumnado y la valoración de la SEA. En general, los resultados dejan patente que la percepción de los productos químicos todavía sigue siendo negativa y una gran mayoría de los alumnos no entiende la importancia de la química. De hecho, los conocimientos previos que tienen los alumnos sobre los conceptos de disolución y pH son escasos y parciales. Sin embargo, tras la realización de la secuencia didáctica de enseñanzaaprendizaje (SEA) se percibe un cambio positivo en los conocimientos del alumnado de Educación Primaria, sobre todo, en la identificación de las disoluciones y el conocimiento del concepto del pH (percepción y uso). Así mismo, cabe destacar que la valoración de la SEA por parte del alumnado h

Next Generation Sequencing (NGS) and related technologies have revolutionized the field of conservation and population genetics, providing novel tools and the capacity to discover thousands of new Single Nucleotide Polymorphisms (SNPs) for the analysis of population parameters. However, gathering NGS data for organisms with very large genomes, such as amphibians, remains challenging because it is still unclear how the current methods perform. Here, we use the Genotyping-by-Sequencing (GBS) approach to generate SNP data for the genotyping of two amphibian species that are of conservation concern, the Sardinian brook salamander (Euproctus platycephalus) and the Italian stream frog (Rana italica). Both E. platycephalus and R. italica have very large genomes (5.53 Gb and >20 Gb, respectively) so genomic data are not available for either of them. We used 95 individual samples and one Illumina lane for each species, with an additional lane for E. platycephalus. After filtering, we obtained 961 and 854 high-coverage SNPs for E. platycephalus and R. italica, respectively. Our results suggest that GBS can serve as a reliable and cost-effective method for genotyping large amphibian genomes, including non-model species.

[ES]Las precipitaciones son un proceso clave en el ciclo del agua, y a priori suponen el conocimiento científico más estructurado sobre el movimiento del agua en la Tierra. Sin embargo, a pesar de ser un tema común en la ciencia escolar, conlleva varias dificultades cognitivas para los niños pequeños. Para abordar el nivel de conceptualización y determinar las dificultades de aprendizaje este estudio propone dos acercamientos metodológicos de interés: utiliza una tarea pictórica y preguntas semiabiertas para examinar la comprensión de los estudiantes de primaria (11/12 años) y secundaria (12/13 años) sobre los elementos y procesos involucrados en el ciclo hidrológico y cómo se integran en sus explicaciones sobre el fenómeno de las lluvias., [EN]Rainfall is a key process in the water cycle, the most structured scientific knowledge about water movement on Earth. Nevertheless, despite being a common topic covered in school science, it entails several cognitive difficulties for young children. This study uses a pictorial task and semi-opened questions to examine primary (11/12 years old) and secondary (12/13 years old) students’ understanding of the elements and processes involved in the hydrologic cycle and how they are integrated into their explanations regarding the rainfall phenomenon. Overall, we have found that the studied children’s (n = 246) conceptual knowledge increases with age. However, they have an incomplete perception of the mechanism of rainfall and its integration into the water cycle. In fact, not all the students have a cyclic notion of water dynamics; they also miss the inclusion and role of groundwater in water systems and present misconceptions regarding key processes, such as condensation and evaporation. Regarding the two diagnostic tools (drawings and questionnaires) used to study children’s understanding, although questionnaires seem more appropriate for assessing lower conceptual levels, each methodological approach is useful for detecting different key concepts and misconceptions related to the rainfall phenomenon and related water cycle. Consequently, a mixed research design using different methods is advised for a comprehensive study of students’ conceptions.

In recent years, the "forest-specialist" pine marten Martes martes has been reported to also occur also in largely fragmented, lowland landscapes of north-western Italy. The colonization of such an apparently unsuitable area provided the opportunity for investigating pine marten ecological requirements and predicting its potential south-and eastwards expansion. We collected available pine marten occurrence data in the flood plain of the River Po (N Italy) and relate them to 11 environmental variables by developing nine Species Distribution Models. To account for inter-model variability we used average ensemble predictions (EP). EP predicted a total of 482 suitable patches (8.31% of the total study area) for the pine marten. The main factors driving pine marten occurrence in the western River Po plain were the distance from watercourses and the distance from woods. EP suggested that the pine marten may further expand in the western lowland, whilst the negligible residual wood cover of large areas in the central and eastern plain makes the habitat unsuitable for the pine marten, except for some riparian corridors and the pine wood patches bordering the Adriatic coast. Based on our results, conservation strategies should seek to preserve remnant forest patches and enhance the functional connectivity provided by riparian corridors.

En este capítulo se exponen diferentes estudios en los que se utiliza la información presente en el ADN para abordar diferentes problemas de conservación de la Fauna, como son: (1) ayudar en la conservación de especies amenazadas, (2) conocer las características genéticas de las poblaciones, (3) estudiar la evolución, (4) la especiación y (5) los desplazamientos de los animales., Atal honetan jasotako ikerlanek DNAren informazioa erabiltzen dute, faunaren kontserbaziorako antzemandako hainbat arazori konponbidea emateko. Arazo horien artean honako hauek daude: (1) mehatxupean dauden espezieen kontserbazioa, (2) populazioen ezaugarri genetikoak ezagutzea, (3) eboluzioa ikertzea, (4) espeziazioa eta (5) animalien joan-etorriak., Dans ce chapitre, on présente différentes études où l'information tirée de l'ADN est utilisée pour aborder des problèmes de conservation de la faune, parmi lesquelles : (1) aide à la conservation des espèces menacées, (2) connaissance des caractéristiques génétiques des populations, (3) étude de l'évolution, (4) de la formation des espèces et (5) des déplacements des animaux., Presented in this section are various studies which use information present in the DNA to tackle different problems of the conservation of fauna, namely: (1) the conservation of threatened species, (2) ascertaining the genetic characteristics of the populations, (3) studying evolution, (4) speciation and (5) animal displacements.

Infectious disease metagenomics is driven by the question: "what is causing the disease?" in contrast to classical metagenome studies which are guided by "what is out there?" In case of a novel virus, a first step to eventually establishing etiology can be to recover a full-length viral genome from a metagenomic sample. However, retrieval of a full-length genome of a divergent virus is technically challenging and can be time-consuming and costly. Here we discuss different assembly and fragment linkage strategies such as iterative assembly, motif searches, k-mer frequency profiling, coverage profile binning, and other strategies used to recover genomes of potential viral pathogens in a timely and cost-effective manner.

The stone marten is a widely distributed mustelid in the Palaearctic region that exhibits variable habitat preferences in different parts of its range. The species is a Holocene immigrant from southwest Asia which, according to fossil remains, followed the expansion of the Neolithic farming cultures into Europe and possibly colonized the Iberian Peninsula during the Early Neolithic (ca. 7,000 years BP). However, the population genetic structure and historical biogeography of this generalist carnivore remains essentially unknown. In this study we have combined mitochondrial DNA (mtDNA) sequencing (621 bp) and microsatellite genotyping (23 polymorphic markers) to infer the population genetic structure of the stone marten within the Iberian Peninsula. The mtDNA data revealed low haplotype and nucleotide diversities and a lack of phylogeographic structure, most likely due to a recent colonization of the Iberian Peninsula by a few mtDNA lineages during the Early Neolithic. The microsatellite data set was analysed with a) spatial and non-spatial Bayesian individual-based clustering (IBC) approaches (STRUCTURE, TESS, BAPS and GENELAND), and b) multivariate methods [discriminant analysis of principal components (DAPC) and spatial principal component analysis (sPCA)]. Additionally, because isolation by distance (IBD) is a common spatial genetic pattern in mobile and continuously distributed species and it may represent a challenge to the performance of the above methods, the microsatellite data set was tested for its presence. Overall, the genetic structure of the stone marten in the Iberian Peninsula was characterized by a NE-SW spatial pattern of IBD, and this may explain the observed disagreement between clustering solutions obtained by the different IBC methods. However, there was significant indication for contemporary genetic structuring, albeit weak, into at least three different subpopulations. The detected subdivision could be attributed to the influence of the rive

208 p., El objetivo principal de esta tesis es la aplicación de técnicas moleculares para estudiar la genética de poblaciones, la idoneidad y uso de hábitat (habitat suitability) o la filogenia intraespecífica de tres mustélidos europeos; la nutria (Lutra lutra), la marta europea (Martes martes) y la garduña (M. foina). La tesis está dividida en cuatro capítulos. La introducción (capítulo 1) proporciona un marco general de la tesis, en la que se describen y relacionan las principales subdisciplinas de la ecología molecular y la idoneidad de hábitat. Después, repaso los trabajos más significativos sobre las especies de los géneros Lutra y Martes para contextualizar los 5 artículos específicos incluidos a continuación. 1) Individual identification and distribution assessment of otters (Lutra lutra) through non-invasive genetic sampling: Recovery of an endangered species in the Basque Country (Northern Spain). 2) Shaken but not stirred: Multiscale habitat suitability modeling of two sympatric marten species (Martes martes and Martes foina) in the northern Iberian Peninsula. 3) Distribution and habitat use by pine marten in a riparian corridor crossing intensively cultivated lowlands. Presentado como apéndice. 4) Inferring population genetic structure in widely and continuously distributed carnivores: the stone marten (Martes foina) as a case study. 5) Phylogeography and population genetic structure of the stone marten (Martes foina) in Europe. Las conclusiones extraídas a partir de los diferentes trabajos abordados se han incluido en el capítulo final.