Browsing by Author "Merino, C."

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    Assessing Science Teaching Explanations in Initial Teacher Education : How Is This Teaching Practice Transferred Across Different Chemistry Topics?
    (2019) Marzabal Blancafort, Ainoa; Merino, C.; Moreira Seguel, Patricia Magdalena; Delgado Chang, Virginia
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    Fog types frequency and their collectable water potential in the Atacama Desert
    (2024) Keim-Vera, K.; Lobos-Roco, F.; Aguirre, I.; Merino, C.; del Rio, C.
    Fog is a widespread phenomenon in the coastal Atacama Desert. Within this region, three types of fog have been described: advective, orographic, and radiative. However, there remains a lack of quantification regarding their frequencies, the physical mechanisms responsible for their formation, and their contribution to fog water collection. Our research quantifies for the first time in the Atacama Desert the frequency of each fog type, the physical conditions conducive to their formation, and their potential for water collection. Using high temporal resolution (10 min) GOES satellite imagery, we define geographical criteria related to the regular area of presence of different types of fogs that allowed us to analyze their frequencies at multiple time scales. Our results reveal that advective fog accounts for similar to 76 % of total fog events, with orographic fog similar to 22 % and radiative fog similar to 2 %. The main physical mechanisms driving advective and orographic fog formation are the sea surface temperature and the thermal inversion layer, whereas for radiative fog formation, it is mainly controlled by the marine boundary layer height. On a monthly scale, advective fog contributes to 60 % of water collection, while orographic fog accounts for 40 %. At the diurnal scale, orographic fog has a higher collection rate per hour. This inversion is influenced by local-scale variables such as wind speed, which plays a crucial role in water collection on a diurnal scale, enhancing orographic fog formation and its relative contribution during afternoon hours. Our research enhances the understanding of fog as a spatial-meteorological phenomenon and a potential water resource, offering a straightforward methodology for classifying fog types in coastal arid regions worldwide.
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    ¿Qué piensan los profesores de química en ejercicio acerca de la resolución de problemas científicos escolares y sobre las competencias de pensamiento científico?
    (2014) Quintanilla Gatica Mario Roberto; Joglar, C.; Labarrere, A.; Merino, C.; Cuellar, L.; Koponen, I.
    This work derives from the theoretical and methodological orientations of a research program initiated in 2007 (FONDECYT 1070795, 1095149 and 1110598) whose purpose has been to identify and characterize the notions of science teachers and future teachers of school scientific problem solving and scientific thinking skills, as well as, the best strategy in which science education should be addressed in the school chemistry teaching. First-order results clearly indicated that their notions of scientific thinking skills and problem solving are fragmented, simple, minimally processed and even contradictory. The possible explanation for these results, we believe, is linked to a traditional representation of science and scientific knowledge products, and a simple and dogmatic instrumental image of teaching and learning chemistry.