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Aim of the study:: To assess the efficacy of intravesical hyaluronic acid and chondroitin sulfate (HACS) instillations in treating patients with bladder pain syndrome/interstitial cystitis (BPS/IC), as well as to identify predictive factors for clinical response. Materials and methods:: Patients diagnosed with BPS/IC and treated with Ialuril® (HACS) bladder instillations between January 2018 and August 2020 were included. Data collected included Visual Analog Scale (VAS) scores, number of pain episodes, 3-day frequency volume chart measurements (at baseline and last follow-up), Patient Global Impression of Improvement (PGI-I) questionnaire responses, age, history of urinary tract infections (UTIs), and endoscopic findings from cystoscopy with hydrodistension. Statistical analyses included Mann–Whitney’s non-parametric U-test and chi-square test with a 95% confidence interval (p ≤ 0.05) to identify predictive factors of treatment success. Results:: A total of 104 patients were treated with a median follow-up of 29 months (IQR 14–40), predominantly female with a mean age of 60 ± 16 years. At the last follow-up, there was a median reduction of 1 point in the VAS score (IQR 1–1), whilst only 20% experienced a reduction of ≥2 points. A statistically significant correlation was observed in the reduction of days with pain per month before and after treatment (ΔDPV) (median reduction: 6 days, IQR 2–7, p < 0.001). No adverse events were reported during treatment. Regarding prognostic factors, three statistically significant correlations were found: between PGI-I success and age (p=0.050), between ΔVAS score and recurrent UTIs (p=0.044), and between ΔDPV and recurrent UTIs (p=0.04). Discussion:: The study did not demonstrate any significant reduction of VAS score or diurnal and nocturnal voiding frequency after treatment, on the contrary it did show a reduction in the number of days with pain. Consequently, 88.3% of patients reported positive subjective improvement on the PGI-I questionnaire, and none discontinued treatment. Endoscopic findings did not appear to correlate with treatment response. Conclusions:: Age and the presence of recurrent UTIs may influence the response to intravesical HACS therapy in terms of PGI-I, VAS score, and reduction in days with pain.

An interdisciplinary approach to science education through history of art is proposed. The approach is innovative, as the artworks complement the history, philosophy and sociology of science contents to increase students' interest and motivation. The approach integrates humanities and science education through history of art, which requests interdisciplinary cooperation of the teachers of the school subjects involved with historical curriculum contents. The approach is elaborated through the case of Galileo's telescope, which provides specific features on the relationships between science and technology (scientific instrumentation applied to generate knowledge), nature of science, and science-technology-society relationships, where history and art meet each other. Further, history of art contributes some contemporary artworks on Galileo case that highlight all those relationships. The explicitness, perception, beauty and accessibility of the paintings may also be a key element to develop teachers' and students' interest and motivation in teaching and learning science through its integration with history of art. Finally, the interdisciplinary educational approach develops a teaching-learning sequence on the basis of Galileo's telescope to guide teaching the issue in science education through history of art. This didactic exemplification elaborates some aims, contents, resources and activities throughout the human, social, philosophical, artistic, scientific and historical aspects involved in the case of Galileo that teachers must adapt to specific subjects, degree and students.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

Nature of science (NOS) is a key component of scientific literacy, so science teacher education on NOS is critical to ensure students' scientific literacy. According to mainstream NOS literature, explicit and reflective interventions are recommended to effectively teach NOS. This paper presents an experience for the initial education of secondary science teachers, which focuses on teachers' professional and pedagogical content knowledge development on NOS. A mixed-method approach involving quantitative and qualitative activities was applied to evaluate the effectiveness of the intervention to improve teachers' NOS understanding. The quantitative activity was carried out through a quasi-experimental design with pre-post-test assessments, and the qualitative activity involved the teachers' development of a teaching-learning sequence on a controversial science historical case and their self-reflections on their NOS beliefs, as expressed in the sequence and the answers to the test. The participants are two cohorts of Spanish high-school science teachers enrolled in the Master's course to earn their pre-service education license to teach in Spanish schools. The results diagnosed pre- and post-test teachers' NOS beliefs, their actual improvements, and their self-assessments of their understanding of and changes on NOS. The findings showed an overall modest improvement of teachers' NOS understanding, the differential impact of treatment across cohorts, teachers, and NOS issues, and the difficulty of the self-reflection processes to develop teachers' awareness of their NOS beliefs. Furthermore, this ability was positively and significantly related to post-test and improvement indexes. Finally, the impact, generalization, improvement, and limits of the intervention model are discussed.