Search

La COVID-19 ha impactado en la formación del profesorado generando nuevas formas de enseñar y de aprender donde las tecnologías se han convertido en nuestras principales aliadas. El presente artículo basado en evidencia empírica analiza la importancia de mantener la esencia pedagógica y humana en un entorno de enseñanza remota de emergencia. Para ello, se plantea como principal objetivo analizar el uso, durante el confinamiento, de una serie de recursos y herramientas digitales (Video clases, Blog, Portfolio digital, Role playing virtual y Juegos online) que, planificados de manera pedagógica, fomenten la motivación, colaboración y actitudes positivas hacia el aprendizaje virtual. A través de una metodología mixta y un diseño pre-experimental se analizan de manera cuantitativa y cualitativa datos de 61 estudiantes del Máster de Formación del Profesorado de una universidad pública española obtenidos en un cuestionario diseñado ad hoc y validado por expertos, así como en testimonios, valoraciones docentes y notas finales. Para ello, se ha realizado un análisis de distribución de frecuencias, un análisis descriptivo y se ha comparado la evolución de alguna variable, tanto antes como después del confinamiento. El principal resultado obtenido es la confirmación rotunda de que es posible adquirir conocimientos, desarrollar competencias en general, y la digital, en particular, y desarrollar actitudes positivas hacia un entorno virtual sin perder la motivación y la colaboración. El uso de dichas herramientas y recursos es transferible a otras asignaturas y titulaciones, con un mínimo de conocimiento técnico y didáctico, así como de competencia digital docente. Además, los resultados obtenidos pueden ser útiles para el diseño de estrategias didácticas que conecten la dimensión pedagógica, tecnológica y humana en la formación de las nuevas generaciones de profesores.

Subphthalocyanines (SubPcs) are well-known cone-shaped chromophores consisting on three 1,3-diiminoisoindole units assembled around a boron atom. As a result of their 14 pi-electron aromatic core and their tetrahedral geometry, SubPcs exhibit outstanding physical and optoelectronic properties (e.g., strong dipole moment, excellent light absorption in the 550-650 nm, rich redox features, and excellent charge transport capabilities), that have been skilfully used in variety of applied fields, such as molecular photovoltaics, among others. SubPcs were used by us as non-fullerene acceptors in bulk heterojunctions (BHJ) solar cells. On the other hand as part of our systematic investigation in the preparation and study of novel SubPc-based D–A systems, we have used 1,1,4,4-tetracyanobuta-1,3-diene (TCBD) as partner for SubPcs. Moreover, in the case of unsymmetrically substituted SubPcs (i.e., prepared by cyclotrimerization of a phthalonitrile with no C2v symmetry), they present inherent chirality and the corresponding couple of enantiomers can be isolated Columnar aggregates based on chiral SubPcs have been also prepared, giving rise to ferroelectric self-assembled molecular materials showing both rectifying and switchable conductivity. These chromophores have been incorporated in multicomponent systems showing a panchromatic response and allowing the tuning and controlling intramolecular FÖRSTER Resonance Energy Transfer for Singlet Fission.

Phthalocyanines (Pcs) have emerged as excellent light harvesting antennas for incorporation into D-A systems, mainly in connection with carbon nanostructures, like endohedral metallofullerenes, SWCNT and graphene, as acceptor or donor moieties, in which the Pc has been attached, covalently or through supramolecular interactions. They are among the few molecules that reveal an intense red and NIR absorption and therefore, constitute also promising dyes in molecular photovoltaics. Pcs have a great chemical versatility, which allows to modify their electronic character and their physicochemical properties by organic synthesis, by introducing substituents in the periphery or modifying the structure of the macrocycle. Most recently they have reached good efficiency values participating as hole transporting materials in Carbon-based Perovskite sensitized solar cells (PSSCs). Pcs are be appropriately designed to adapt well to the electronic levels of the different types of perovskites. Through a rational design, structure-property relationships will be established that will gradually improve the performance of the devices. On the other hand, on-surface synthesis offers a versatile approach to fabricate novel carbon-based nanostructures that cannot be obtained via conventional solution chemistry. Within the family of such nanomaterials, graphene nanoribbons (GNRs) hold a privileged position due to their high potential for different applications. One of the key issues for their application in molecular electronics lies in the fine-tuning of their electronic properties through structural modifications, such as heteroatom doping or the incorporation of non-benzenoid rings. In this context, the covalent fusion of GNRs and porphyrins (Pors) represents a highly appealing strategy.

The interest in studying Computer Science has extended worldwide to children in the last years. In Spain, teaching is regulated with RDA (Royal Decree Act) 89/2014. According to this RDA, the subject “Technology and Digital Resources for Learning Improvement” is configured as an Autonomic Free Configuration Subject, and in the case of Autonomous Community of Madrid (ACM), the subject is compulsory. This paper presents the results of a survey sent to 318 educational centers in Madrid. The goal of the survey was to find out the current situation of programming teaching in Primary Education. Forty six schools filled and returned the survey showing that: (a) 100% of the schools consider that teaching programming in Primary Education is useful; and, (b) 39.1% of the schools are unable to teach programming because they find difficult to accommodate the timetable of the subject, and (or) they lack teachers with enough knowledge and training for the subject. In the schools where the subject is taught, most teachers rely on using Scratch or games, but they lack an adequate methodology. When the schools were asked about the possibility of implementing a methodology based on metaphors, 63% of them approved the idea, and 61% were in favor of applying it in their classrooms.