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Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study.

The activities designed by 91 teams of primary teacher education students as part of their teaching proposals in a course on science teaching are analysed together with the subsequent reformulations of those activities. The objective of the study was to gain insight into the students' professional practical knowledge and the underlying focus of their approach to teaching. Qualitative methods based on content analysis were applied. The instruments used were a reflection script and the students' teaching proposals about the different versions of a specific theme of science content. The results indicate that these prospective teachers' knowledge about the types of activities that are appropriate for teaching science changed during the course from a teacher- and teaching-centred approach centred to one focused on the pupil and learning. The implications for science teacher education are discussed.

Abstract Background Identification of noninvasive predictors of esophageal varices will permit to carry out endoscopy in selected groups of patients, thus avoiding unnecessary intervention as well as not missing patients at high risk of bleeding. The aim of this study was to investigate the accuracy of serum autotaxin and Doppler ultrasound parameters as noninvasive predictors in determining the presence and severity of esophageal varices in patients with liver cirrhosis. Results In our prospective study, 100 newly diagnosed naïve patients with liver cirrhosis and with no past history of upper gastrointestinal bleeding were enrolled. Serum autotaxin was significantly higher among patients with esophageal varices than those without varices (p

El objetivo de este trabajo es analizar si los currículos derivados de la LOMLOE (Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación) para las etapas de Educación Infantil y Primaria favorecen la alfabetización ambiental. Debido a que la alfabetización ambiental, se entiende como la capacidad de reflexionar acerca de la interrelación entre los sistemas sociales y la biosfera, consideramos de interés general que las dimensiones de esta se recojan en los Reales Decretos. Para el análisis del contenido, se ha empleado un enfoque cualitativo e interpretativo. Este proceso dio lugar a un sistema de análisis previo y otro final a la luz de los datos. Los resultados señalan el bajo grado de alfabetización ambiental prescrito y las implicaciones negativas que ello supone para la educación ambiental de la ciudadanía.

Abstract: The benefits of English as a Medium of Instruction (EMI) include the recognition by educators of its positive influence on enhancing language proficiency, fostering international collaboration, facilitating access to educational resources, promoting international career prospects, creating job opportunities, facilitating the dissemination of scientific findings, enhancing university reputation, providing access to international journals, supporting multimedia-based learning, aiding in standardized examinations, and enabling communication with international communities. The challenges of EMI encompass various aspects, including language barriers and the comprehension of complex concepts, effective communication between teachers and students in English, the potential impact on student performance, the student's ability to comprehend the language, the potential increase in workload and stress, the scarcity of qualified teachers proficient in English, the potential exclusion of non-English-speaking students, the influence of language on students' confidence and participation, student frustration, and motivation. Various strategies have been proposed to address the challenges English language learners face. These include the endorsement of specialized language training for teachers, the development of customized English-language materials, the provision of supplementary assistance, the implementation of a gradual transition approach, the promotion of student engagement in extracurricular activities, the establishment of peer support networks, the utilization of feedback systems, the provision of continuous training for teachers, the implementation of evaluation mechanisms, and the organization of workshops on pedagogical methods. In conclusion, it is essential to recognize the potential advantages of EMI in Algerian higher education. However, educators emphasize the necessity of implementing specific strategies to effectively handle language-related difficulties and ensure the successful integration of EMI in this particular context. These observations assist institutions and policymakers as they navigate the intricate EMI integration process. Keywords: English-medium instruction, Algerian higher education, Language challenges, Teacher perceptions, Educational transitions

Abstract: The benefits of English as a Medium of Instruction (EMI) include the recognition by educators of its positive influence on enhancing language proficiency, fostering international collaboration, facilitating access to educational resources, promoting international career prospects, creating job opportunities, facilitating the dissemination of scientific findings, enhancing university reputation, providing access to international journals, supporting multimedia-based learning, aiding in standardized examinations, and enabling communication with international communities. The challenges of EMI encompass various aspects, including language barriers and the comprehension of complex concepts, effective communication between teachers and students in English, the potential impact on student performance, the student's ability to comprehend the language, the potential increase in workload and stress, the scarcity of qualified teachers proficient in English, the potential exclusion of non-English-speaking students, the influence of language on students' confidence and participation, student frustration, and motivation. Various strategies have been proposed to address the challenges English language learners face. These include the endorsement of specialized language training for teachers, the development of customized English-language materials, the provision of supplementary assistance, the implementation of a gradual transition approach, the promotion of student engagement in extracurricular activities, the establishment of peer support networks, the utilization of feedback systems, the provision of continuous training for teachers, the implementation of evaluation mechanisms, and the organization of workshops on pedagogical methods. In conclusion, it is essential to recognize the potential advantages of EMI in Algerian higher education. However, educators emphasize the necessity of implementing specific strategies to effectively handle language-related difficulties and ensure the successful integration of EMI in this particular context. These observations assist institutions and policymakers as they navigate the intricate EMI integration process. Keywords: English-medium instruction, Algerian higher education, Language challenges, Teacher perceptions, Educational transitions

Abstract: In the globalised world nowadays, understanding culture is no more challenging due to the feasibility of virtual communication, which is fundamental among individuals whose language and culture differ. Regardless of their distance, people’s cultural differences are now creatively portrayed across various situations; interactions have enabled them to connect, adjust their ideas and thoughts, and express their worries and interests. Individuals can easily maintain and establish relationships across cultural boundaries, develop their intercultural communication, and use social media to explore the world around them. In this respect, they possess new identities through interacting with other groups, reflecting on their experiences, and acquiring values, norms, and ways of communicating with others to become more integrated into the host culture. In light of this, many researchers are interested in examining the connection between social media and intercultural identity. Thus, the present study sheds light on two main categories, which are - the impact of social networking on intercultural communication, and the influence of social media and the acculturation process on intercultural identity (ICI) formation. In-depth interviews of Algerian learners of U.S. universities are conducted. The study concludes that social media use influences significantly how Algerian students in the United States model an ICI. Directions for more research in this area are also explored. Keywords: Acculturation, Intercultural Communication, Intercultural Identity, Social Media

This work analyzes the evolution of content concepts among 16 university science pro-fessors participating in the Classroom Improvement Cycles (CIC) within the scope of a training program. For this, an initial, open-question questionnaire and a public final re-port about their teaching practice were used, together with a qualitative methodology based on the analysis of content for both instruments. The results indicate that the level of professional development is significant and the orientation moves towards contents that are more coherent with teaching based on the student and on learning, although to a wide range of degrees according to the dimensions analyzed. It also allows us to pro-pose a progression hypothesis regarding university science professors’ knowledge in terms of contents that leads the training strategy.

En este trabajo se analiza la evolución de las concepciones sobre los contenidos de 16 docentes universitarios de ciencias, cuando realizan ciclos de mejora en el aula en un curso de formación. Para ello, se ha utilizado un cuestionario inicial de preguntas abier-tas y un informe final público sobre su práctica docente. La metodología utilizada ha sido de tipo cualitativa y basada en el análisis del contenido de ambos instrumentos. Los resultados indican que el desarrollo profesional alcanzado es significativo y se orienta hacia una visión de los contenidos coherente con una enseñanza centrada en el estudian-te y en el aprendizaje, aunque de diverso grado según las dimensiones analizadas. Tam-bién permiten proponer una hipótesis de progresión del conocimiento docente del profe-sorado universitario de ciencias en relación con los contenidos, que oriente las estrategias formativas.

La metodología de enseñanza es uno de los ámbitos curriculares más relevantes en la formación didáctica inicial de maestros. En este artículo se describen y analizan los cambios detectados en las concepciones sobre la metodología de enseñanza de las ciencias con las que se identifican los futuros maestros, comparándolas antes y después de un curso formativo de orientación constructivista. El estudio se realizó con una muestra de 311 estudiantes de 2º curso del Gra - do de Maestro de Primaria, organizados en 92 equipos de trabajo durante el curso, en cinco aulas con el mismo pro - grama formativo. La información se obtuvo con un cuestionario (pre y pos-test) de respuesta tipo Likert, con 12 de - claraciones, seis propias de una metodología más tradicional, y otras seis de una metodología alternativa, dos por cada categoría estudiada: el concepto de actividad, los tipos de actividades y la secuencia metodológica. Las respuestas se sometieron a análisis descriptivos, de componentes principales, de diferencias significativas y tamaño del efecto, para es - timar la magnitud de las diferencias detectadas. Los resultados revelan que al inicio del curso los futuros maestros se identifican tanto con planteamientos metodológicos propios de un modelo alternativo de enseñanza como con creencias coherentes con un enfoque transmisivo. Después del curso, se aprecian diferencias significativas con respecto a la situación de partida. Así, parecen reforzarse sus acuerdos con las declaraciones propias de un modelo alternativo, y aumenta el desacuerdo con las declaraciones del modelo tradicional. Por último, se señalan las implicaciones de estos re - sultados en la formación inicial de maestros en Didáctica de las Ciencias.

El objetivo de este artículo es mostrar los cambios detectados en las concepciones de los futuros maestros sobre los contenidos escolares de ciencias, antes y después de un curso de formación inicial[1]. El curso constaba de un conjunto de actividades recogidas en un workbook y un audiovisual que solicitaban la elaboración de sucesivas propuestas de enseñanza por parte de los estudiantes de Magisterio y su correspondiente reflexión sobre qué y cómo enseñar ciencias, el papel de las ideas de los alumnos, la metodología de enseñanza y la evaluación. Además, se realizaron prácticas de investigación escolar con visitas a centros educativos innovadores. El estudio se llevó a cabo con 311 estudiantes de Magisterio organizados en 92 equipos de trabajo. La información fue recogida a través un cuestionario (pre y pos-test) y tratada con técnicas multifactoriales. El análisis de las concepciones sobre los contenidos escolares revela una posición inicial mayoritaria que podemos considerar próxima al modelo de investigación escolar, pero con una cierta presencia de planteamientos tradicionales sobre los contenidos escolares. Tras el curso formativo se detectaron cambios con diferencias significativas de distinto grado sobre el modo de presentar los contenidos a los alumnos de Primaria, los distintos tipos de contenidos y la selección que se hace de los mismos. [1] Este artículo es parte del Proyecto I+D+i EDU2011-23551: La progresión del conocimiento didáctico de los futuros maestros en un curso basado en la investigación y en la interacción con una enseñanza innovadora de las ciencias, financiado por el Ministerio de Ciencia e Innovación (hoy de Economía y Competitividad).

Assessment of the university professors is one of the most important factors to reach a high standard of quality in universities. With this objective in mind, the aim of this study was to perform an assessment of the professors of the University Campus of Melilla. A total sample made up of 188 students filled in a sociodemographic questionnaire and the Escala de la Universidad de Oviedo de Evaluación del Profesorado. Results showed good psychometric properties for this scale. Furthermore, students were dissatisfied with professors attendance and keeping of their timetables, while they were satisfied with motivation and practical factors of the subjects. Results are discussed to face a better performance of the university proffessors.