We have investigated the effect of storage conditions (duration: 1, 8 or 15 days; temperature: 4°C or 10°C) and root coverage [bare root (BR) or soilplugged root (PR)] on the water status, electrolyte leakage and root growth potential (number of new roots and new root length) of radiata pine (Pinus radiata D. Don) seedlings. We have also examined the effects that storage causes on plant quality and initial survival potential and their usefulness for detecting physiological damage to seedlings. We observed a gradual decrease of seedling water status and an increase in electrolyte leakage, both in root and shoot, with duration of storage, the latter indicating damage to membranes. Both storage temperature and duration influenced the ability of radiata pine seedlings to initiate and elongate new roots. The effect was more pronounced in BR than in container seedlings, suggesting that the rooting-plug medium provides protection against desiccation. The close relationship (r=0.923, P<0.05) between root growth potential and predawn xylem water potential before transplanting shows that water potential at the time of transplanting is a reliable predictor of the ability to generate new roots. Finally, we have observed a close relationship between survival and parameters such as electrolyte conductivity, post-storage water potential, new root length and root growth potential.
The serious and growing impacts of invasive alien species (IAS) on the planet make it necessary to include this issue with greater determination in educational programs, with the aim of generating citizens capable of dealing with this environmental problem in a sustainable way. Likewise, the management of IAS represents a clear socio-scientific issue (SSI), which gives greater interest to its inclusion in school. At this point, future teachers play a key role, so that their knowledge, perceptions and attitudes on the subject must be evaluated. In order to deal with this objective, a questionnaire was filled out by 400 students of the degrees in early childhood education and primary education of the Universities of La Rioja (UR) and the Basque Country (UPV/EHU), Spain. Our results show that pre-service teachers do not perceive impacts of different types generated by IAS, and they show a clear lack of knowledge about transmission vectors. Likewise, they do not support various control measures, especially slaughter of invasive vertebrates, related to affective dimensions. These results highlight the need to work toward an appropriate integration of this issue at different educational levels, training students and educators, fostering favorable attitudes toward a sustainable management of IAS.
Thanks to technological innovations, science is rapidly evolving, and therefore, development of effective and engaging learning strategies is needed to ensure knowledge transmission. But first, we need to know what the current situation is. In this work, we focused on biotechnology, a scientific branch that is present in many of aspects of our daily life, but also a source of controversy. We developed a questionnaire to investigate the knowledge of 124 Baccalaureate students about biotechnology and its uses, as well as their awareness about the transgenic food as a socioscientific issue, and their attitudes towards applications of transgenics. Most students cannot give an appropriate definition of biotechnology. Besides, students have misconceptions about transgenics, and easily change their attitudes. Thus, new strategies to get students interest and improve knowledge transfer should be implemented.
The aim of this study was to determine the flood-risk knowledge and awareness of students in their last year of baccalaureate studies. The study was conducted with three schools from the Basque Autonomous Community, which had different levels of flood-risk. In those schools there were some students who studied flood-risks in Earth and Environmental Sciences subject. Comparisons about students’ perceptions and knowledge were made among the students who lived in places exposed to different levels of flood-risk. In addition, a comparison was made to know if the students who studied Earth and Environmental Sciences in school were more aware and had more knowledge about flood-risks. Results showed that overall there was little knowledge and risk perception among the students. Moreover, the study was focused on designing an inquiry based teaching and learning sequence about flood-risk, in order to enhance risk perceptions and knowledge. There, floods are studied as part of the streams´ dynamics, where students ask questions to themselves, use digital resources, conduct small researches and critically reflect and argue about this socio-scientific issue.
Thanks to technological innovations, science is rapidly evolving, and therefore, development of effective and engaging learning strategies is needed to ensure knowledge transmission. But first, we need to know what the current situation is. In this work, we focused on biotechnology, a scientific branch that is present in many of aspects of our daily life, but also a source of controversy. We described the knowledge of Baccalaureate students about biotechnology and its uses, as well as their awareness about the transgenic food as a socioscientific issue, and their attitudes towards applications of transgenics. Most students cannot give an appropriate definition of biotechnology. Besides, students have misconceptions about transgenics, and easily change their attitudes. Thus, new strategies to get students interest and improve knowledge transfer should be implemented.
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