Análisis del texto escolar de ciencias naturales desde la transdisciplinariedad

This paper presents an approach to perform basic textbook Science Third Grade Primary subsystem Venezuelan Basic Education developed by the Ministry of Popular Power for Education, integrated and grouped with the texts of other areas of knowledge the call from the project Bicentennial Collection Textbook Student's Office (LEER). The approach was made to this text is based on the content analysis as a technique of interpretation of texts, whether written, engraved, painted, filmed ... or other differently as long as there all kinds of data records which takes place from the Health Sciences, Biochemistry, Natural Sciences and Social Sciences. We rely on textual or visual reading as a tool for gathering information, reading that unlike common reading should be done following a specific method obtained from each science specific findings that somehow compromise the effectiveness of the textbook as a tool both curricular for the student and the teacher.El presente artículo tiene por objetivo fundamental realizar un acercamiento al texto escolar Ciencias Naturales del Tercer Grado de Educación Primaria del subsistema de Educación Básica Venezolana elaborado por el Ministerio del Poder Popular para la Educación, integrado y agrupado con los textos de otras áreas de conocimiento en la llamada Colección Bicentenario perteneciente al Proyecto Libros Escolares para Estudiantes de la República (LEER). La aproximación que se hizo a este texto tiene como base el Análisis de Contenido como una técnica de interpretación de textos, ya sean escritos, grabados, pintados, filmados..., u otra forma diferente siempre y cuando existan toda clase de registros de datos la cual se lleva a cabo desde las Ciencias de la Salud, la Bioquímica, la Ciencias Naturales y las Ciencias Sociales. Nos basamos en la lectura textual o visual como instrumento de recogida de información, lectura que a diferencia de la lectura común debe realizarse siguiendo un método específico obteniendo hallazgos específicos desde cada ciencia que de alguna manera pueden comprometer la eficacia del texto escolar como instrumento curricular tanto para el alumno como para el docente

Road Markings Segmentation from LIDAR Point Clouds using Reflectivity Information

Lane detection algorithms are crucial for the development of autonomous vehicles technologies. The more extended approach is to use cameras as sensors. However, LIDAR sensors can cope with weather and light conditions that cameras can not. In this paper, we introduce a method to extract road markings from the reflectivity data of a 64-layers LIDAR sensor. First, a plane segmentation method along with region grow clustering was used to extract the road plane. Then we applied an adaptive thresholding based on Otsu s method and finally, we fitted line models to filter out the remaining outliers. The algorithm was tested on a test track at 60km/h and a highway at 100km/h. Results showed the algorithm was reliable and precise. There was a clear improvement when using reflectivity data in comparison to the use of the raw intensity data both of them provided by the LIDAR sensor

Tendencias pedagógicas y didáctica: 4 visiones en 4 tiempos

This essay mainly aims to present different views on both teaching and pedagogy: John Dewey, BF Skinner, G. Lapassade and P. Freire, as representatives of a pedagogical trend (New School, Pedagogy of Coercion, Institutional Pedagogy and Critical Pedagogy, respectively). The approach to each was carried out from the analysis of the pedagogic discourse of works selected for their bibliometry, the following categories being highlighted: historical context of the author; ontological, teleological and axiological content; teaching: methods, procedures, techniques and resources for teaching and evaluation, teaching contents, role of the teacher, role of the student; school organization: learning environment; and finally, the fundamental concepts for understanding the pedagogical theory of the author.El presente ensayo tiene por objetivo fundamental presentar las diversas visiones que tienen tanto de la didáctica como de la pedagogía: Jhon Dewey, B.F. Skinner, G. Lapassade y P. Freire, como representantes de una tendencia pedagógica (Escuela Nueva, Pedagogía de la Coacción, Pedagogía Institucional y Pedagogía Crítica, respectivamente). La aproximación a cada uno se realizó desde el análisis del discurso pedagógico de obras seleccionadas por su bibliometría resaltando las categorías: contexto histórico del autor; contenido ontológico, teleológico y axiológico; la didáctica: métodos, procedimientos, técnicas y recursos para la enseñanza y la evaluación, contenidos de la enseñanza, rol del docente, rol del alumno; la organización escolar: el ambiente de aprendizaje; y, por último, los conceptos fundamentales para comprender la teoría pedagógica del autor

Educación y pedagogía: un breve recorrido histórico conceptual

In various contexts, Pedagogy and Education are terms taken as synonyms even though, their conceptual point of view diverges both in their meaning and in their moment of appearance in history. This aspect deserves special attention, and its clarification is needed both in the formal course of professional studies of Education and within the academic dialogue of those who, although they have been trained in other areas of knowledge, work in a classroom. This essay presents a historical approach that draws the appearance and evolution of both concepts from the Greek world to the present, taking as reference thinkers milestones that have conceptualized them in a concrete way leaving clarity in that, one thing is Education and another one is Pedagogy.En diversos contextos, Pedagogía y Educación son términos tomados como sinónimos aun cuando sus acepciones conceptuales divergen tanto en su significado como en su momento de aparición en la historia. Este aspecto merece especial atención y se precisa de su aclaratoria tanto en el curso formal de los estudios profesionales de la Educación, como en el diálogo académico de aquellos que, aun cuando se han formado en otras áreas del conocimiento, se desempeñan en un aula de clase. Este ensayo presenta una aproximación histórica que dibuja la aparición y evolución de ambos conceptos desde el mundo griego hasta nuestros días, tomando como referentes aquellos pensadores hitos que los han conceptualizado de forma concreta, aclarando que, una cosa es Educación y otra es Pedagogía.Recibido: 02-05-2022 Aceptado: 24-06-202

La enseñanza de la Química y sus conceptos en los textos escolares: un estudio exploratorio documental

Este artículo tiene como propósito indagar en la enseñanza de la Química sobre el manejo de conceptos y el uso que de esto se hace en los textos escolares, a partir de la revisión de investigaciones que en los últimos veinte años han contribuido sustancialmente con alguno de estos dos aspectos tanto en el ámbito nacional como internacional, mostrando así una frontera del conocimiento. Bajo un enfoque cualitativo, el método aplicado se centra en la investigación documental con un nivel exploratorio. Como hallazgo final se obtuvo que el texto escolar es considerado como un recurso mediador entre el profesor y el alumno, y en cuanto a las estrategias halladas para la enseñanza de la Química se considera que la contextualización es de suma relevancia. El lenguaje que regularmente se emplea en los textos escolares de corte científico y dista del utilizado cotidianamente. Por último, en cuanto al desarrollo y manejo de conceptos se considera determinante mantener una explicación veraz con el uso de términos científicos adecuados cercanos al registro, sin inexactitudes ni imprecisiones, con argumentaciones adecuadas, sin superficialidad, acordes a la audiencia lectora, con uso del conocimiento disciplinar acorde al nivel valiéndose de la realidad histórica de la que subyace el aporte científico

Una mirada a la personalidad vocacional y motivaciones de estudiantes previo al ingreso a la universidad

At the educational level, promoting healthy and prosperous student trajectories is a significant topic. The aim of this research was to examine the correlation between the RIASEC typology and conscientious academic motivations and the likelihood of college enrollment. The research adopted an empirical, quantitative, and cross-sectional approach within the associative strategy to achieve predictive objectives. The research sample comprised 206 high school students who had not yet enrolled in college with an average age of 16.44 (SD: 1.76) and a majority female representation (66%). Holland's vocational personality typology, conscious academic motivations, and college enrollment probability were evaluated using reliable and valid scales. The study indicates that the sample's vocational traits are Entrepreneurial, Social, and Artistic. The primary studying objectives are instrumental, and the personal motives are associated with personal expectations, learning, knowledge, reaching maturity, and motivation for self-improvement. Gender differences were observed in Realistic, Artistic, and Social traits and some objectives and motives. The findings suggest that possessing Social and Entrepreneurial traits and valuing education are positively associated with the likelihood of enrolling in a university, whereas having the Artistic trait has a negative effect on this probability.A nivel educativo uno de los temas con mayor interés es la promoción de trayectorias estudiantiles sanas y prósperas. El objetivo de esta investigación fue analizar las relaciones entre la tipología RIASEC y las motivaciones académicas conscientes en la probabilidad de inscripción en la universidad. La investigación es empírica, cuantitativa y transversal bajo la estrategia asociativa con finalidad predictiva. La muestra del estudio estuvo compuesta por 206 estudiantes de secundaria previo al ingreso a la universidad (66% mujeres), con una media de edad de 16,44 años (DE: 1.76). Se emplearon las escalas válidas y confiables para evaluar la tipología de personalidad vocacional formulada por Holland, las motivaciones académicas conscientes y la probabilidad de inscripción a la universidad. Los resultados indican que los rasgos vocacionales que caracterizan a esta muestra son Emprendedor, Social y Artístico, las metas vitales para estudiar se caracterizan por ser instrumentales y los motivos personales están asociados con las expectativas personales, aprendizajes y conocimientos, alcanzar la madurez, la motivación de superación personal. Se encontraron diferencias de acuerdo con el género en el rasgo Realista, Artístico y Social, así como en algunos metas y motivos. Los resultados permiten concluir que los rasgos Social y Emprendedor en conjunto con la importancia que se tienen de los estudios predicen positivamente la probabilidad de inscripción en la universidad, mientras que el rasgo Artístico la decrece

Cytotoxic innate intraepithelial lymphocytes control early stages of Cryptosporidium infection

BackgroundIntraepithelial lymphocytes (IELs) are the first immune cells to contact and fight intestinal pathogens such as Cryptosporidium, a widespread parasite which infects the gut epithelium. IFN-γ producing CD4+ T IELs provide an efficient and a long-term protection against cryptosporidiosis while intraepithelial type 1 innate lymphoid cells limits pathogen spreading during early stages of infection in immunodeficient individuals. Yet, the role of T-cell like innate IELs, the most frequent subset of innate lymphocytes in the gut, remains unknown.MethodsTo better define functions of innate IELs in cryptosporidiosis, we developed a co-culture model with innate IELs isolated from Rag2-/- mice and 3D intestinal organoids infected with C. parvum using microinjection.ResultsThanks to this original model, we demonstrated that innate IELs control parasite proliferation. We further showed that although innate IELs secrete IFN-γ in response to C. parvum, the cytokine was not sufficient to inhibit parasite proliferation at early stages of the infection. The rapid protective effect of innate IELs was in fact mediated by a cytotoxic, granzyme-dependent mechanism. Moreover, transcriptomic analysis of the Cryptosporidium-infected organoids revealed that epithelial cells down regulated Serpinb9b, a granzyme inhibitor, which may increase their sensitivity to cytolytic attack by innate IELs.ConclusionBased on these data we conclude that innate IELs, most likely T-cell-like innate IELs, provide a rapid protection against C. parvum infection through a perforin/granzymes-dependent mechanism. C. parvum infection. The infection may also increase the sensitivity of intestinal epithelial cells to the innate IEL-mediated cytotoxic attack by decreasing the expression of Serpin genes

O discurso pedagógico no ensino de conceitos de química com o uso do livro de texto

In the present study, it was proposed to analyze the academic scientific discourse in the teaching of a selection of basic concepts of Chemistry using the school text as an encounter point among interactions. From its method it intended an explanatory level under a mixed or combined type design with the use of the content analysis technique that served as a union between quantitative data related to the count of categories and frequency of occurrences within the verbal capital with qualitative information from the record of interactions, recordings and transcripts of the events observed during the use of the school text. At the end it could be concluded that observation during interactions was characterized by the predominance of dialogue units over monologues, using a close focused scientific language, which at times was imprecise and inclusive. The sequences show three different moments and a predominance of the masterful explanation in which some strategies are used with a closing marked by the performance of activities proposed by both: the teacher and the school text. The recognition of learning models was very particular because in no case, it was a pure model that allowed to frame the class in order to identify how it would be carried out, what to expect, what not to expect. In short, to recognize the class and the model by which it was given; it was from the interweaving of the attributes of each learning model that it became possible to characterize the teacher.En el presente estudio se planteó analizar el discurso académico científico en la enseñanza de una selección de conceptos básicos de Química valiéndose del texto escolar como punto de encuentro entre las interacciones. Desde su método pretendió un nivel explicativo bajo un diseño de tipo mixto o combinado con el uso de la técnica de análisis de contenido que sirvió de unión entre datos cuantitativos referidos al conteo de categorías y frecuencia de apariciones dentro del capital verbal con información cualitativa proveniente del registro de interacciones, grabaciones y transcripciones de los hechos observados durante el uso del texto escolar. Al finalizar se pudo concluir que la observación durante las interacciones se caracterizó por el predominio de unidades dialogales frente a las monologales, uso de un lenguaje científico, cercano, centrado, que en algunos momentos era poco preciso e inclusivo. Las secuencias muestran tres momentos diferenciados y una predominancia de la explicación magistral en la cual se hace uso de algunas estrategias con un cierre marcado con la realización de actividades propuestas tanto por el profesor como por el texto escolar. El reconocimiento de modelos de aprendizaje fue muy particular pues en ningún caso se trató de un modelo puro que permitiera enmarcar la clase para así poder identificar cómo sería llevada ésta, qué esperar, qué no esperar, en fin, reconocer la clase y el modelo por el cual era dada; fue a partir del entretejido de los atributos de cada modelo de aprendizaje que se hizo posible caracterizar al profesor.No presente estudo foi proposta uma análise do discurso acadêmico científico no ensino de uma seleção de conceitos básicos de Química usando o livro escolar como ponto de encontro entre as interações. A partir da metodologia que pretendía um nível explicativo sob uma estrutura de tipo misto ou combinada com o uso da  técnica de análise de conteúdo que funcionou como uma união entre dados quantitativos referidos a contagem de categorias e frequência de aparições dentro do capital verbal com informação qualitativa que vem do registro de interações, gravações e transcrições dos fatos observados durante o uso do texto escolar. Ao finalizar foi possível concluir que a observação durante as interações se caracterizou pelo predomínio de unidades de diálogo frente aos monólogos, uso de linguagem científico, próximo, centrado, que em alguns momentos era impreciso e inclusivo. As sequências mostram três momentos diferenciados e um predomínio da  explicação magistral nas quais são feitas algumas estratégias com um fechamento marcado com a realização de atividades propostas tanto pelo  professor quanto pelo livro de texto. O reconhecimento de modelos de aprendizado foi muito particular pois em nenhum caso se encontrou um modelo puro que permitisse  enquadrar a turma para poder identificar como esta seria tratada,  o que esperar, o que não esperar, enfim, reconhecer a turma e o modelo pelo qual a aula era ensinada; foi a partir do entrelaçado dos atributos de cada modelo de aprendizado que tornou-se possível caracterizar o professor

Molecular characterization of novel Cryptosporidium fish genotypes in edible marine fish

Current knowledge of Cryptosporidium species/genotypes in marine fish is limited. Following phylogenetic analysis at the 18S rDNA locus, a recent study identified six new genotypes of Cryptosporidium colonizing edible fish found in European seas. Of these, five grouped in a clade together (#Cryptofish 1–5) and one grouped separately (#Cryptofish 7). In the present study, after phylogenetic analyses of #Cryptofish1, #Cryptofish2, #Cryptofish4, #Cryptofish5 and #Cryptofish7 at the actin locus, the presence of two major clades was confirmed. In addition, when possible, longer 18S amplicons were generated. In conclusion, the small genetic distances between these genotypes designated as a novel marine genotype I (#Cryptofish 1-5) suggest that they may be genetic variants of the same species, while the designated novel marine genotype 2 (#Cryptofish 7) is clearly representative of a separate species

IAMCV Multi-Scenario Vehicle Interaction Dataset

The acquisition and analysis of high-quality sensor data constitute an essential requirement in shaping the development of fully autonomous driving systems. This process is indispensable for enhancing road safety and ensuring the effectiveness of the technological advancements in the automotive industry. This study introduces the Interaction of Autonomous and Manually-Controlled Vehicles (IAMCV) dataset, a novel and extensive dataset focused on inter-vehicle interactions. The dataset, enriched with a sophisticated array of sensors such as Light Detection and Ranging, cameras, Inertial Measurement Unit/Global Positioning System, and vehicle bus data acquisition, provides a comprehensive representation of real-world driving scenarios that include roundabouts, intersections, country roads, and highways, recorded across diverse locations in Germany. Furthermore, the study shows the versatility of the IAMCV dataset through several proof-of-concept use cases. Firstly, an unsupervised trajectory clustering algorithm illustrates the dataset's capability in categorizing vehicle movements without the need for labeled training data. Secondly, we compare an online camera calibration method with the Robot Operating System-based standard, using images captured in the dataset. Finally, a preliminary test employing the YOLOv8 object-detection model is conducted, augmented by reflections on the transferability of object detection across various LIDAR resolutions. These use cases underscore the practical utility of the collected dataset, emphasizing its potential to advance research and innovation in the area of intelligent vehicles