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[EN] Background Salt stress is one of the main constraints determining crop productivity, and therefore one of the main limitations for food production. The aim of this study was to characterize the salt stress response at the physiological and molecular level of different Broccoli (Brassica oleracea L. var. Italica Plenck) cultivars that were previously characterized in field and greenhouse trials as salt sensitive or salt tolerant. This study aimed to identify functional and molecular traits capable of predicting the ability of uncharacterized lines to cope with salt stress. For this purpose, this study measured different physiological parameters, hormones and metabolites under control and salt stress conditions. Results This study found significant differences among cultivars for stomatal conductance, transpiration, methionine, proline, threonine, abscisic acid, jasmonic acid and indolacetic acid. Salt tolerant cultivars were shown to accumulate less sodium and potassium in leaves and have a lower sodium to potassium ratio under salt stress. Analysis of primary metabolites indicated that salt tolerant cultivars have higher concentrations of several intermediates of the Krebs cycle and the substrates of some anaplerotic reactions. Conclusions This study has found that the energetic status of the plant, the sodium extrusion and the proline content are the limiting factors for broccoli tolerance to salt stress. Our results establish physiological and molecular traits useful as distinctive markers to predict salt tolerance in Broccoli or to design novel biotechnological or breeding strategies for improving broccoli tolerance to salt stress.

The dissemination of scientific content implies the development of specific strategies for both students and teachers, who rarely work with such strategies and quite often acquire them in the classroom. Currently, MasterChem is the informative project best valued by the Ministry of Science and Innovation in Spain for the promotion of education and the awakening of vocation among young people aged from six to eighteen years old. Additionaly it has obtained an honourable mention in Science in Action for being an innovative proposal that adapts a successful television formula to bringing Chemistry closer to the public. A mixed methodology (i.e., quantitative and qualitative) is carried out, based on a set of surveys developed on the participants. Research interviews with the organizers and a detailed analysis of the audiovisual resources were issued. The results show that this innovative initiative positively affects the perception of Science (98% of cases) and favours the students' approach of students to Chemistry (100%). Accordingly, it concludes that the project fosters regard and appreciation for Chemistry, and improves educational quality and innovation, as well as scientific and research skills of the participants (teachers and students). Moreover it allows teachers to apply the contents in the laboratory and exchange experiences with other centres and at different educational levels., La divulgación de contenidos científicos implica el desarrollo de estrategias específicas tanto en el alumnado como profesorado que raramente se trabajan y adquieren en las aulas. Actualmente, MasterChem es el proyecto divulgativo mejor valorado por el Ministerio Ciencia e Innovación en España para el fomento de la educación y las vocaciones entre jóvenes de seis a dieciocho años, habiendo obtenido una Mención de Honor en Ciencia en Acción por su innovadora propuesta al adaptar una fórmula de éxito televisivo para acercar la Química a la ciudadanía. Se desarrolla una metodología mixta (cuantitativa y cualitativa), basada en un conjunto de encuestas realizadas a los participantes, entrevistas de investigación a los organizadores y el análisis pormenorizado de los recursos audiovisuales generados. Los resultados evidencian que esta iniciativa innovadora incide positivamente en la percepción de la ciencia (98% de los casos) y favorece el acercamiento de los estudiantes a la Química (100%). Se concluye que fomenta la valoración y la apreciación por la Química, mejora la calidad e innovación educativas y las competencias científicas e investigadoras de los/as participantes (profesorado y estudiantes). Al personal docente les permite aplicar los contenidos en el laboratorio e intercambiar experiencias entre centros y distintos niveles educativos.