Teresa Zamalloa Echevarría

Dr. Teresa Zamalloa Echevarría

Didactics of Maths, Experimental & Social Sciences, University of the Basque Country (UPV/EHU), Leioa, Spain
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Research Focus & Metrics

Academic Career Length

18Years (2009-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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17 February 2009 in British Journal of Pharmacology
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Teresa Zamalloa EchevarríaTeresa Zamalloa Echevarría
Teresa Zamalloa Echevarría
CBChristopher P. Bailey
Christopher P. Bailey
JPJoseba Pineda
Joseba Pineda
Background and purpose:  Locus coeruleus (LC) neurons respond to sensory stimuli with a glutamate‐triggered burst of spikes followed by an inhibition. The aim of our work was to characterize the inhibitory effect of glutamate in the LC.Experimental approach:  Single‐unit extracellular and patch‐clamp recordings were performed to examine glutamate responses in rat brain slices containing the LC.Key results:  Glutamate caused an initial activation followed by a late post‐activation inhibition (PAI). Both effects were blocked by an AMPA/kainate receptor antagonist but not by NMDA or metabotropic glutamate receptor antagonists. All glutamate receptor agonists were able to activate neurons, but only AMPA and quisqualate caused inhibition. In neurons clamped at −60 mV, glutamate and AMPA induced inward, followed by outward, currents, with the latter reversing polarity at −110 mV. Glutamate‐induced PAI was not modified by α2‐adrenoceptor, µ opioid, A1 adenosine and GABAA/B receptor antagonists or Ca2+‐dependent release blockade, but it was reduced by raising the extracellular K+ concentration. Glutamate‐induced PAI was not affected by several potassium channel, Na+/K+ pump, PKC and neuronal NO synthase inhibitors or lowering the extracellular Ca2+ concentration. The Na+‐activated K channel opener bithionol concentration‐dependently potentiated glutamate‐induced PAI, whereas partial (80%) Na+ replacement reduced glutamate‐ and AMPA‐induced PAI. Finally, reverse transcription polymerase chain reaction assays showed the presence of mRNA for the Ca2+‐impermeable GluR2 subunit in the LC.Conclusions and implications:  Glutamate induces a late PAI in the LC, which may be mediated by a novel postsynaptic Na+‐dependent K+ current triggered by AMPA/kainate receptors.Mandarin translation of

28 September 2011 in PLOS ONE
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JGJuan Camilo Gómez-Posada
Juan Camilo Gómez-Posada
PAPaloma Aivar
Paloma Aivar
AAAraitz Alberdi
Araitz Alberdi
Alessandro AlaimoAlessandro Alaimo
Alessandro Alaimo
AEAinhoa Etxeberría
Ainhoa Etxeberría
AVAlvaro Villarroel
Alvaro Villarroel
M-channels are voltage-gated potassium channels composed of Kv7.2-7.5 subunits that serve as important regulators of neuronal excitability. Calmodulin binding is required for Kv7 channel function and mutations in Kv7.2 that disrupt calmodulin binding cause Benign Familial Neonatal Convulsions (BFNC), a dominantly inherited human epilepsy. On the basis that Kv7.2 mutants deficient in calmodulin binding are not functional, calmodulin has been defined as an auxiliary subunit of Kv7 channels. However, we have identified a presumably phosphomimetic mutation S511D that permits calmodulin-independent function. Thus, our data reveal that constitutive tethering of calmodulin is not required for Kv7 channel function.

1 March 2025 in International Journal of Science and Mathematics Education
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Teresa Zamalloa EchevarríaTeresa Zamalloa Echevarría
Teresa Zamalloa Echevarría
MSMaria Salgado
Maria Salgado
ABAinhoa Berciano
Ainhoa Berciano
Several studies demonstrate the importance of science education in early childhood. By using scientific practices in class, children can better comprehend the world around them, test hypotheses and develop positive attitudes towards science. These early experiences not only build a solid foundation for understanding abstract and concepts but also prepare children for continued learning in primary, secondary, and high school, ultimately supporting their success in higher education. The present study aims to study how an inquiry teaching sequence promotes the incorporation of scientific practices in early childhood education students and to what extent the teacher’s questions mobilises the children’s scientific operations and scientific practices in the context of a project about rain. The dialogues between the teacher and 3-year-old children during an inquiry session were analysed. The results show that scientific practices were present through all the Stages of the sequence, especially inquiry and argumentation. Moreover, the type of scientific practice shown by the children corresponded with the scientific practice the teacher tried to encourage. Therefore, we can conclude that 3-year-old children are able to engage in scientific practices and that the teacher’s scaffolding has a direct impact on it.

18 April 2022 in Journal of Biological Education
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AUAraitz Uskola
Araitz Uskola
Teresa Zamalloa EchevarríaTeresa Zamalloa Echevarría
Teresa Zamalloa Echevarría
AAAinara Achurra
Ainara Achurra

7 December 2020 in Research in Science & Technological Education
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Teresa Zamalloa EchevarríaTeresa Zamalloa Echevarría
Teresa Zamalloa Echevarría
JSJosu Sanz
Josu Sanz
Background: The importance of attitudes in learning is gaining relevance among researchers and teachers and yet little research has examined students’ attitudes specifically in relation to geology. Purpose: The aim of this study was to examine students’ attitudes towards geology and with respect to other sciences, as well as to determine the key factors that influence these attitudes. Sample: A sample of 1.641 students in their fourth year of secondary education from five autonomous communities in Spain participated in this study. Design and Methods: The research was conducted using a previously validated survey, specifically designed to answer the research questions of the study. Results: The findings revealed that participants generally demonstrate more negative attitudes towards geology than with respect to other sciences. Although they do not consider it a difficult subject, they find it boring and of little interest. Demographic factors, school type or gender do not explain these attitudes: academic aspects seem to be the key to reversing this situation. Conclusions: The findings of the present study provide some insights into the teaching of geology. For instance, geology programmes need to focus on topics in which students are interested in, and also on establishing connections between geological contents taught in the classroom and real life.

1 January 2009 in Frontiers in Behavioral Neuroscience
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XGXavier Gallego
Xavier Gallego
PMPatricia Murtra
Patricia Murtra
Teresa Zamalloa EchevarríaTeresa Zamalloa Echevarría
Teresa Zamalloa Echevarría
JSJosefa Canals Sans
Josefa Canals Sans
JPJoseba Pineda
Joseba Pineda
MDMara Dierssen
Mara Dierssen
Panic disorder is a highly prevalent neuropsychiatric disorder that shows co-occurrence with substance abuse. Here, we demonstrate that TrkC, the high affinity receptor for neurotrophin-3, is a key molecule involved in panic disorder and opiate dependence, using a transgenic mouse model (TgNTRK3). Constitutive TrkC overexpression in TgNTRK3 mice dramatically alters spontaneous firing rates of locus coeruleus neurons and the response of the noradrenergic system to chronic opiate exposure, possibly related to the altered regulation of neurotrophic peptides observed. Notably, TgNTRK3 locus coeruleus neurons showed an increased firing rate in saline-treated conditions and profound abnormalities in their response to met5-enkephalin. Behaviorally, chronic morphine administration induced a significantly increased withdrawal syndrome in TgNTRK3 mice. In conclusion, we show here that the NT-3/TrkC system is an important regulator of neuronal firing in locus coeruleus and could contribute to the adaptations of the noradrenergic system in response to chronic opiate exposure. Moreover, our results indicate that TrkC is involved in the molecular and cellular changes in noradrenergic neurons underlying both panic attacks and opiate dependence and support a functional endogenous opioid deficit in panic disorder patients.