Aim To locate glacial refugia of thermophilous plant species in Spain.
Location Two south‐eastern Spanish Neanderthal man sites in Murcia; namely, the inland Cueva Negra del Estrecho del Río Quípar and the coastal Sima de las Palomas del Cabezo Gordo.
Methods We use pollen found in cave sediments as a source of palaeobotanical and palaeoecological information. The findings are discussed with regard both to animal remains from both sites, and also to other refugia in south‐eastern Spain and elsewhere in the Iberian Peninsula.
Results Both sequences show persistence of abundant mesothermophilous trees during the last glacial stage, suggesting both localities were reservoirs of phytodiversity and woodland species. At both sites, deciduous and evergreen oaks are the most abundant components, followed by a wide variety of deciduous trees and sclerophyllous shrubs, including Ibero‐North African xerothermic scrub near the coast.
Conclusions Incomplete information underlies a common misapprehension that Iberian glacial refugia were confined to southernmost parts of the peninsula. A rather different picture of Quaternary refugia emerges from consideration of pollen sequences from caves (and other inputs such as macroscopic charcoal, spatial genetic structure of present‐day populations, faunal remains, and present‐day distribution of thermophilous species). This picture offers a view of numerous viable areas for woodland species in southern Spain, in addition to others in the mountain ranges, both in continental central Spain and those of northern Spain: these stretch from the Mediterranean coast of Catalonia to the westernmost extent of the Bay of Biscay.
El desarrollo de la competencia científica en una enseñanza-aprendizaje por indagación basada en problemas cotidianos constituye un planteamiento beneficioso para el aprendizaje de las ciencias. En este trabajo, se analiza la adquisición de diferentes destrezas imprescindibles para la alfabetización científica de estudiantes de 3º de ESO. Para ello, se ha elaborado un cuestionario que plantea la autopercepción y conocimiento del alumnado de diferentes dimensiones de la competencia científica como identificación de problemas investigables, formulación de hipótesis, diseño experimental, construcción e interpretación de gráficos y elaboración de conclusiones. Los resultados muestran que el alumnado, a pesar de haber realizado actividades relacionadas con estas destrezas y habilidades, presenta serias dificultades para realizar tareas básicas como identificación de problemas, formulación de hipótesis, construcción de gráficas o elaboración de conclusiones. En consecuencia, describimos una propuesta de innovación coherente con la fundamentación teórica y sus resultados, centrada en la mejora de algunos de estos aspectos.
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