Las TIC han generado nuevas posibilidades en la enseñanza de las ciencias, pero su integración efectiva en el aula supone un reto, lo que pone de manifiesto la importancia del desarrollo competencial digital de los docentes. Con el fin de conocer la incorporación de las TIC en la enseñanza de las ciencias en el ámbito educativo español, se ha realizado una revisión bibliográfica en seis revistas de Didáctica de las Ciencias Experimentales de reconocido prestigio. Los resultados muestran que en el periodo de marzo de 1983 a diciembre de 2019 se han publicado 202 artículos TIC. El análisis y categorización de estas publicaciones permite concluir aportes significativos en áreas como la pedagogía digital, el compromiso profesional y los recursos digitales; aunque también se evidencia que se requiere mayor atención en relación con la evaluación y promoción de la competencia digital de los estudiantes.

Climate change has direct effects on the availability and quality of water for human consumption. In order to propose actions aimed at reducing vulnerability caused by water shortages and risk management required due to extreme events, real knowledge of the communitỳs perception is vital. This study developed in the department of Caldas, in the Colombian Andean region, analysed the perception of the incidence of climate change particularly related to water resources. To achieve this, a survey was used with various actors based on the first National Survey of Public Perception of Climate Change. The results show that the respondents perceive that the availability and quality of water are indeed highly threatened by climate change. As actions for adaptation, they suggested the promotion of the protection of hydrographic basins and a greater control of dumping liquids into surface water sources. Finally, they requested increased opportunities to improve water governance and participation in decision-making bodies regarding climate change, which they see as a fundamental aspect to achieve a real climate empowerment that can lead to action and adaptation in the territories in emerging countries.

Teachers often use analogies to introduce unfamiliar or complex concepts. However, several studies have found that their knowledge on how to use them is limited or superficial. Similarly, the integration of technological resources in the teaching-learning processes is not always carried out efficiently, which evidences the need to improve teachers' digital competence. This paper provides a formative sequence on the use of analogies in teaching through mediation of technological resources, implemented in the context of the initial training of secondary education teachers. The results show a positive assessment by the students, a change in their perceptions on the subject and some progress in their classroom proposal designs. The conclusion is that it is necessary to train future teachers to deal with common teaching problems in a reflective, comprehensive and innovative way, which will undoubtedly be one of the challenges of education in the 21st century.