Este trabajo presenta un caso real de fraude académico planteado al tutor de un curso universitario y al director del Grado para su resolución. El conflicto surge cuando un grupo de alumnos accede al contenido de varios exámenes cuatrimestrales antes de su realización y obtiene de forma fraudulenta calificaciones más altas de lo habitual. Al poder verse afectadas sus calificaciones, el resto de compañeros sufre un perjuicio que no quieren permitir, pero no están dispuestos a delatar a los infractores. El caso planteaba varios problemas, además del propio fraude cometido: el deterioro de las relaciones del grupo clase, tanto entre el alumnado como con el profesorado, la inexistencia de pruebas objetivas del fraude que respaldasen la denuncia de los estudiantes, la amenaza de hacerlo público si no se daba una solución, con el consiguiente desprestigio para las entidades educativas implicadas, y que la aplicación del reglamento de régimen interno podía llegar a suponer a los culpables el abandono de los estudios de Grado. Se buscó y logró una solución consensuada entre todos los implicados, a través de la mediación, que reestableciera la buena convivencia en el aula y permitiera la continuación de infractores en los estudios, una vez reconocida la falta y aceptada la sanción impuesta.

Baños tarn is a low-altitude Pyrenean glacial lake with both geothermal and surface influxes and significant local anthropic stressors. Its water was seasonally sampled from 2010 to 2013 to study its dynamics and evaluate the main factors affecting its hydrochemical trends. Main surface and thermal streams draining into the water mass were also assessed and a detailed characterisation of the study site was made. The large catchment area of the Baños tarn implies a huge water input, a short water retention time and a high water mass mixing that reduces the natural stratification of the lake. The hydrochemical features of the Baños tarn are primarily determined by a slightly alkaline pH and fluctuating medium–high ionic and nutrient contents. Hydrological changes affecting lake tributaries are the foremost factors driving seasonal changes in the ionic composition of the lake. Resuspension of organic matter and nutrients trapped in floor sediments by a century-long history of untreated waste water inputs is supposed to be the main nutrient source to the Baños water mass. Other anthropic activities, such as tourism, dam and withdrawal pipe management, as well as shoreline reforestation, also affect the trophic dynamics of the Baños tarn. These results present herein are scientifically novel because of the uncommon features of the Baños tarn and may broaden our understanding of factors affecting glacial lake dynamics on a global scale.

Light and color present complex interactions whose understanding is not always intuitive. Over the past forty years, numerous studies have aimed to identify preconceived notions and the various models employed in schools. Numerous teaching and learning strategies, along with didactic analyses, often fail to consider the multidimensional and interdisciplinary nature of these phenomena. This article presents a teaching experience aimed at training future primary education teachers. The theoretical context of this proposal, designed within the domains of physical and chemical didactics and plastic and visual expression, will be discussed. Instruments consistent with qualitative action research were used. Some results from the analysis of students’ narratives, both in laboratory notebooks and in sessions recorded audiovisually, will be presented.

This education proposal for students of the Diploma in Food Processing uses a challenge-based learning methodology as a way of promoting active learning. The challenge presented to students was to develop a salmon-based dish using five professional modules. The challenge-based methodology was found to increase the students’ motivation, improve their participation in learning, and encourage the acquisition of skills such as problem-solving and critical thinking. Despite these positive findings, the results also highlighted the need for significant adaptations for students with learning limitations and the importance of specific teacher training and assessment to implement this methodology effectively.