José Antonio Acevedo Díaz

Bio: José Antonio Acevedo Díaz is an academic researcher from Junta of Andalusia. The author has contributed to research in topics: Medicine & Nature of Science. The author has an hindex of 18, co-authored 50 publications receiving 931 citations. Previous affiliations of José Antonio Acevedo Díaz include Vodafone.

Papel de la educación CTS en una alfabetización científica y tecnológica para todas las personas

Abstract: Los lemas alfabetizacion cientifica y tecnologica y ciencia para todas las personas estan marcando las finalidades de la educacion cientifica durante los ultimos anos. En este articulo se discute el caracter difuso del primero y su complejidad polisemica, lo que no ha permitido que los especialistas lleguen a alcanzar un consenso sobre su significado. Se plantea tambien el dilema de su posible oposicion parcial con el segundo, pues algunas formas de entender la alfabetizacion cientifica y tecnologica podrian no ser adecuadas para todos los estudiantes. Asi mismo, se sostiene que los principios y orientaciones del movimiento educativo CTS pueden tender puentes entre ambas maximas de la educacion cientifica y son la respuesta mas solida a muchos de los nuevos retos educativos planteados por la finalidad educativa de una alfabetizacion cientifica y tecnologica para todas las personas. Por ultimo, tomando como ejemplo el sistema educativo espanol, se discuten algunos problemas reales para la puesta en practica de estas ideas, tales como la distancia entre el curriculo planificado y el aplicado en el aula, el papel de la didactica de las ciencias en estos temas y otras barreras que actuan contra las innovaciones como un escollo para su integracion coherente

Más allá de la enseñanza de las ciencias para científicos: hacia una educación científica humanística

Abstract: En este articulo se revisa criticamente la ensenanza propedeutica de las ciencias a partir de los nuevos planteamientos sociales de la escuela y de las aportaciones hechas por la didactica de las ciencias. Como alternativa, se senalan otras finalidades educativas relacionadas con la nocion de relevancia de la ciencia escolar. Se demanda la implantacion de un curriculo de ciencias con una orientacion mas humanistica, basado en las propuestas del movimiento CTS para la alfabetizacion cientifico-tecnologica de todas las personas. Por ultimo, se esbozan las lineas que podria seguir en la educacion obligatoria un curriculo de ciencias de este tipo.

Consensos sobre la naturaleza de la ciencia: evidencias e implicaciones para su enseñanza

Abstract: Los curriculos para la ensenanza de las ciencias se han centrado sobre todo en los contenidos conceptuales y se han regido por la logica interna de la ciencia, pero han olvidado formar sobre la ciencia misma, esto es, sobre la naturaleza de la ciencia. La relevancia curricular de esta es cada vez mas apreciada por quienes disenan una educacion cientifica para el siglo XXI. Sin embargo, la naturaleza de la ciencia es un metaconocimiento complejo y poliedrico, en torno al cual hay muchas discrepancias y algunos puntos de acuerdo. Por ello, es necesaria la busqueda de consenso sobre los temas de la naturaleza de la ciencia que podrian ser mas utiles para una ciencia escolar que tenga como principal finalidad educativa la alfabetizacion cientifica y tecnologica de todas las personas. Despues de revisar criticamente los intentos internacionales mas recientes para encontrar acuerdos validos sobre los contenidos de naturaleza de la ciencia, en este estudio se muestran los resultados obtenidos en Espana empleando una metodologia empirica, que se basa en la valoracion por jueces expertos en el tema a las cuestiones planteadas en el Cuestionario de Opiniones sobre Ciencia-Tecnologia-Sociedad. Los consensos alcanzados que se presentan no estan limitados, como ocurre en la mayoria de los casos precedentes, a los topicos de caracter mas epistemologico, sino que incluyen en mayor numero otros relacionados con aspectos propios de la educacion CTS. Asi, en el articulo se muestran ciertos acuerdos firmes en las dimensiones correspondientes a la epistemologia de la ciencia, la influencia de la sociedad sobre la ciencia y la tecnologia, la influencia de la ciencia y la tecnologia sobre la sociedad y la sociologia interna de la ciencia. Por ultimo, se hace una breve reflexion critica sobre algunas dificultades que hay que superar para la inclusion de la naturaleza de la ciencia en la ensenanza de la ciencias.

Conocimiento didáctico del contenido para la enseñanza de la naturaleza de la ciencia (I): el marco teórico

Abstract: El conocimiento de la naturaleza de la ciencia (NdC) se considera un contenido clave en las recientes reformas de la ensenanza de las ciencias implantadas en diversos paises del mundo. En este articulo, primera parte del estudio, se propone el Conocimiento Didactico del Contenido (CDC) como marco teorico para orientar la formacion del profesorado de ciencias en la ensenanza de la NdC. Se expone el significado general del CDC a partir de la formulacion de Lee S. Shulman y otros autores, y se revisa brevemente la aplicacion del CDC en la didactica de las ciencias.Palabras clave: Conocimiento Didactico del Contenido; naturaleza de la ciencia; desarrollo profesional del profesorado; educacion cientifica.Pedagogical content knowledge for nature of science teaching (I): the theoretical frameworkNature of science (NOS) is a critical content in recent science education reform efforts of several countries worldwide. In this paper, first part of the study, we propose the Pedagogical Content Knowledge (PCK) framework in order to guide science teacher education for NOS teaching. We expose an extensive understanding of the PCK suggested by Lee S. Shulman and other authors. Lastly, the PCK used in science education is briefly summarized.Key words: Pedagogical Content Knowledge; nature of science; teachers' professional development; science education.

Pheochromocytoma and paraganglioma: An endocrine society clinical practice guideline

Abstract: Objective: The aim was to formulate clinical practice guidelines for pheochromocytoma and paraganglioma (PPGL). Participants: The Task Force included a chair selected by the Endocrine Society Clinical Guidelines Subcommittee (CGS), seven experts in the field, and a methodologist. The authors received no corporate funding or remuneration. Evidence: This evidence-based guideline was developed using the Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) system to describe both the strength of recommendations and the quality of evidence. The Task Force reviewed primary evidence and commissioned two additional systematic reviews. Consensus Process: One group meeting, several conference calls, and e-mail communications enabled consensus. Committees and members of the Endocrine Society, European Society of Endocrinology, and Americal Association for Clinical Chemistry reviewed drafts of the guidelines. Conclusions: The Task Force recommends that initial biochemical testing for PPGLs shou...

Biochemical diagnosis of pheochromocytoma: which test is best?

Abstract: ContextDiagnosis of pheochromocytoma depends on biochemical evidence of catecholamine production by the tumor. However, the best test to establish the diagnosis has not been determined.ObjectiveTo determine the biochemical test or combination of tests that provides the best method for diagnosis of pheochromocytoma.Design, Setting, and ParticipantsMulticenter cohort study of patients tested for pheochromocytoma at 4 referral centers between 1994 and 2001. The analysis included 214 patients in whom the diagnosis of pheochromocytoma was confirmed and 644 patients who were determined to not have the tumor.Main Outcome MeasuresTest sensitivity and specificity, receiver operating characteristic curves, and positive and negative predictive values at different pretest prevalences using plasma free metanephrines, plasma catecholamines, urinary catecholamines, urinary total and fractionated metanephrines, and urinary vanillylmandelic acid.ResultsSensitivities of plasma free metanephrines (99% [95% confidence interval {CI}, 96%-100%]) and urinary fractionated metanephrines (97% [95% CI, 92%-99%]) were higher than those for plasma catecholamines (84% [95% CI, 78%-89%]), urinary catecholamines (86% [95% CI, 80%-91%]), urinary total metanephrines (77% [95% CI, 68%-85%]), and urinary vanillylmandelic acid (64% [95% CI, 55%-71%]). Specificity was highest for urinary vanillylmandelic acid (95% [95% CI, 93%-97%]) and urinary total metanephrines (93% [95% CI, 89%-97%]); intermediate for plasma free metanephrines (89% [95% CI, 87%-92%]), urinary catecholamines (88% [95% CI, 85%-91%]), and plasma catecholamines (81% [95% CI, 78%-84%]); and lowest for urinary fractionated metanephrines (69% [95% CI, 64%-72%]). Sensitivity and specificity values at different upper reference limits were highest for plasma free metanephrines using receiver operating characteristic curves. Combining different tests did not improve the diagnostic yield beyond that of a single test of plasma free metanephrines.ConclusionPlasma free metanephrines provide the best test for excluding or confirming pheochromocytoma and should be the test of first choice for diagnosis of the tumor.

Para uma imagem não deformada do trabalho científico

Abstract: O presente artigo pretende evidenciar a importância de (re)conhecer as visoes deformadas dos professores sobre o trabalho cientifico, para a partir dai poderem consciencializar e modificar as suas proprias concepcoes epistemologicas acerca da natureza da ciencia e da construcao do conhecimento cientifico. Afirma-se que o trabalho colaborativo de grupos de docentes, quando da realizacao de workshops, e bem mais produtivo e positivo do que o trabalho individual na deteccao de tais visoes. Enumeram-se sete visoes deformadas; alias, abundantemente referidas na literatura, aqui intencionalmente extensa. Caracterizam-se tais visoes deformadas e desenvolvem-se sobre elas consideracoes que ajudam a reflexao. Por outro lado, referem-se as caracteristicas do trabalho cientifico e tecem-se orientacoes epistemologicamente mais adequadas, por sua vez capazes de ajudar a (re)pensar e a qualificar o trabalho cientifico. Sugerem-se implicacoes para o ensino das ciencias e, num contexto mais vasto, para a Nova Didatica das Ciencias.

Recommended evaluation of adrenal incidentalomas is costly, has high false-positive rates and confers a risk of fatal cancer that is similar to the risk of the adrenal lesion becoming malignant; time for a rethink?

Abstract: Objective: To assess the performance of current clinical recommendations for the evaluation of an adrenal incidentaloma. Design and methods: Literature review. Electronic databases (Pubmed, Ovid and citation searches from key articles) from 1980 to 2008 were searched. Eligible studies were those deemed most applicable to the clinical scenario of a patient referred to an endocrinologist for assessment of an incidentally detected adrenal mass. Surgical series, histopathological series and oncological series were reviewed and most were excluded. Results: The prevalence of functional and malignant lesions presenting as adrenal incidentaloma was similar to that quoted in most reviews, other than a lower incidence of adrenal carcinoma (1.9 vs 4.7%) and metastases (0.7 vs 2.3%). The development of functionality or malignancy during follow-up was rare (!1% becoming functional and 0.2% becoming malignant). During follow-up, false-positive rates of the recommended investigations are typically 50 times greater than true positive rates. The average recommended computed tomography (CT) scan follow-up exposes each patient to 23 mSv of ionising radiation, equating to a 1 in 430 to 2170 chance of causing fatal cancer. This is similar to the chance of developing adrenal malignancy during 3-year follow-up of adrenal incidentaloma. Conclusion: Current recommendations for evaluation of adrenal incidentaloma are likely to result in significant costs, both financial and emotional, due to high false-positive rates. The dose of radiation involved in currently recommended CT scan follow-up confers a risk of fatal cancer that is similar to the risk of the adrenal becoming malignant. This argues for a review of current guidelines.

Uma análise de pressupostos teóricos da abordagem C-T-S (Ciência - Tecnologia - Sociedade) no contexto da educação brasileira

Abstract: Desde a decada de sessenta, curriculos de ensino de ciencias com enfase em CTS – ciencia, tecnologia e sociedade – vem sendo desenvolvidos no mundo inteiro. Tais curriculos apresentam como objetivo central preparar os alunos para o exercicio da cidadania e caracterizam-se por uma abordagem dos conteudos cientificos no seu contexto social. No presente artigo, discutimos criticamente os pressupostos desses curriculos, de modo a fornecer subsidios para a elaboracao de novos modelos curriculares na area de Ciencias da Natureza e suas Tecnologias os quais possam contemplar a finalidade da educacao basica em preparar o aluno para o exercicio consciente da cidadania.