El proceso de karstificación sobre las rocas carbonatadas y sus morfologías resultantes son aspectos que suelen abordarse desde un enfoque generalmente descriptivo. Habitualmente se parte de unos fundamentos elementales del proceso químico, para pasar directamente a la descripción del modelado del paisaje kárstico. En el presente trabajo se proponen diversas actividades cuyo objetivo conjunto es lograr una visión integral y algo más tangible del proceso de karstificación. Con un enfoque transversal con otras disciplinas, como son la química o la biología, se han planteado diferentes actividades de clase, campo y/o laboratorio, basadas en las transformaciones químicas que experimenta el agua al estar en contacto con los materiales karstificables. Las actividades se plantean para que cada docente pueda adaptarlas a su entorno más próximo, de forma que el alumnado entienda que se trata de un proceso activo y cercano. | The karstification of carbonates and the resulting geomorphological landscapes are frequently studied from a general descriptive point of view. We tend to use basic chemical concepts and then proceed right away to describing the karstic landscapes. In the present paper, we propose different activities in order to achieve a whole, real vision of the karstification process, based on the geochemical interaction between water and soluble carbonates. The proposed field, lab and class tasks present a transversal approach with other subjects such as chemistry and biology. These activities can be carried out both individually and in groups, and the teacher can adapt them to their immediate environment, so that the students understand that karstification is an active process happening in their vicinity.

presente trabalho para a obtenção do grau de Mestre teve em consideração dois pontos fulcrais, nomeadamente uma reflexão crítica de toda a prática desenvolvida e uma investigação sobre a relevância das atividades práticas na aprendizagem do tema “Importância da água para os seres vivos” com alunos do 5.º ano de escolaridade. Para a primeira parte deste trabalho recorreu-se a todos os materiais elaborados e à experiência vivenciada durante as práticas realizadas, quer ao nível do 1.º Ciclo como do 2.º Ciclo do Ensino Básico, procedendo-se a uma análise e reflexão do trabalho desenvolvido e do papel enquanto futuras profissionais da educação. Dada a relevância atribuída ao trabalho prático no Ensino das Ciências, a sua reduzida utilização nas práticas letivas e o valor associado a um recurso essencial como é a água, surge o trabalho de investigação. Este trabalho de investigação foi desenvolvido com uma turma de alunos do 2.º Ciclo de Ensino Básico. De forma a determinar a influência do trabalho prático nas aprendizagens, foi aplicado um pré-teste e um pós-teste para poder estabelecer uma comparação entre os conhecimentos dos alunos antes e depois da realização do trabalho prático. Com os resultados obtidos concluiu-se que as atividades práticas se mostraram uma mais-valia nas aprendizagens dos alunos, uma vez que os envolveram de forma direta e integrada na construção dos seus próprios conhecimentos. | The present work to obtain the Master degree took into consideration two key points, namely a critical reflection of the whole practice developed and an investigation about the relevance of practical activities in learning the theme "Importance of water for living beings" with students of the 5th year of schooling. For the first part of this work resorted to all elaborated materials and to the experience lived during the practices carried out, both at the level of the 1st Cycle and the 2nd Cycle of Basic Education, proceeding to an analysis and reflection of the work developed and the role of future professionals of the education. Given the relevance attributed to the practical work in Science Teaching, its reduced use in the teaching practices and the value associated with an essential resource such as water, research work arises. This research work was developed with a group of students of the 2nd Cycle of Basic Education and, in order to determine the influence of the practical work on learning, being applied a pre-test and a post-test to be able to establish a comparison between the knowledge of children before and after the practical work. With the results obtained, it can be concluded that the practical activities showed an added value in the students' learning, since they involved them directly and integrated in the construction of their own knowledge.

El proyecto "Escuela de Campo para Productores de Maíz" tuvo como objetivo capacitar a agricultores de Chiquimula, Guatemala, para mejorar el rendimiento del maíz mediante el manejo de densidades de siembra, calidad del agua y almacenamiento del grano. La metodología se basó en Escuelas de Campo (ECA), un proceso de aprendizaje no formal que promueve el intercambio de conocimientos y la experimentación práctica. Se establecieron dos parcelas demostrativas y treinta parcelas de aprendizaje en varios municipios de Chiquimula. Las sesiones de aprendizaje abordaron temas como el establecimiento de una densidad de 88,888 plantas/ha, manejo de fertilización y selección masal y almacenamiento de maíz. Los resultados mostraron que los agricultores cumplieron sus expectativas, aprendiendo sobre las nuevas prácticas y tecnologías, y la mayoría se mostró dispuesta a seguir utilizándolas, destacando la efectividad de la variedad ICTA B-9. Concluyeron que la metodología ECA es eficaz para la transferencia de tecnología y mejora del rendimiento.

This study investigates whether increased use of the Ostrom design principles could improve groundwater governance research. The principles relate to self-organizing governance systems of common-pool resources, which are more likely to be sustainable if all eight design principles—e.g. clear resource and user boundaries, collective-choice arrangements, monitoring, sanctions, conflict-resolution mechanisms—are present. Empirical studies have proven the relevance and effectiveness of the Ostrom design principles for a range of common-pool resources. However, the application of the design principles to groundwater has been limited. The South African institutional landscape was therefore chosen as a case study to investigate the relevance of the design principles. The case study involved (1) comparing the design principles with established global governance benchmarking criteria, (2) assessing how implementable the design principles would be in South Africa, and (3) comparing the aims of the design principles and the broad aims of groundwater governance in South Africa. It was found that the Ostrom design principles provide researchers with a common ‘language’ for learning about the specific issues of a particular setting, learning from experiments in that setting, and learning from the experience of others. The Ostrom design principles and associated adaptive management, social learning, use of the diagnostic approach, and more specific hydrogeological principles are not mutually exclusive and can be complimentary. The implementation of groundwater governance in South Africa has been poor and few Ostrom design principles have been adopted. More use of the Ostrom design principles could improve groundwater governance in South Africa and globally.