Teaching chemistry in the first years of university education is key in the training of future professionals since, in addition to providing the knowledge of the basic sciences, it contributes to the development of scientific skills that lead to the student to solve real problems, starting from the appropriate search of information in reliable sources and its reading with the purpose of developing analytical, critical and creative skills. Therefore, as a pedagogical innovation strategy, the formulation of a research project in chemistry courses has been implemented since 2016 by the Department of Basic Sciences of the Universidad de La Salle. Within the framework of this strategy, from II-2018 the authors focused on the reflection and implementation of the didactic strategy that depends on the development of scientific competences in the courses of General Chemistry, Organic Chemistry and Biochemistry from tasks, research and learning of current problems in Colombia or in the world.

ResumenLa formación continua de los formadores es necesaria para la mejora escolar. Con el objeti--vo de perfeccionar sus procedimientos, el equipo asesor del Centro del Profesorado de Málaga desarrolló una formación en torno a la práctica reflexiva, trabajando directamente con el profesorado en la planificación, seguimiento y evaluación de diversas acciones for--mativas, recogiendo este trabajo una descripción detallada del proceso y un análisis de los resultados en torno a dos aspectos: para nuestro profesorado, de cara a futuras actuacio--nes y respecto al propio Equipo Asesor.Del estudio realizado valoramos que, a pesar de algunas de las dificultades reflejadas en este artículo, se ha tratado de una experiencia sumamente enriquecedora tanto para aseso--rías como para profesorado participante. Asimismo, consideramos que la práctica reflexiva es una metodología que precisa de una formación en profundidad para poder aplicarse con verdadera eficacia. Palabras claveFormación del profesorado; interacción docente; dinamización de centros; formación de formadores.

Resumen: Los factores actitudinales tienen una alta capacidad predictiva de la vocación hacia la Ciencia y Tecnología en los jóvenes, de gran interés por la demanda social de profesionales de áreas STEM. Este trabajo estudia en una muestra de 159 estudiantes españoles de secundaria, sus percepciones hacia tres variables implicadas: aceptación de la indagación como estilo de pensamiento, interés por estudiar carreras científicas y motivación en las clases de ciencias, diferenciándose comportamientos en función del género y nivel educativo. Asimismo, se analiza en estudios de caso, la influencia de estos factores en estudiantes participantes en propuestas innovadoras que les acercaron a la investigación científica, encontrándose un incremento en su tendencia a estudiar carreras científicas y de la motivación en las clases de ciencias. Se proponen conclusiones sobre la contribución de estas experiencias a la educación científica y al objetivo estratégico de promover vocaciones científicas en los estudiantes. Palabras clave: Educación secundaria, Percepciones del alumnado, Factores actitudinales hacia la Ciencia y Tecnología, Indagación e investigación escolar. Predictors of vocation in Science and Technology in young people: Case study on perceptions of secondary school students and the influence of participating in innovative educational experiences Abstract: Attitudinal factors have a high predictive capacity of vocation towards Science and Technology these in young people, of great interest for the social demand of professionals in STEM areas. This paper studies in a sample of 159 Spanish high school students, their perceptions towards three variables involved: acceptance of inquiry as a way of thinking, interest in studying scientific careers and motivation in science classes, differentiating behaviors according to gender and level educational. Likewise, the influence of these factors on students participating in innovative proposals that brought them closer to scientific research is analyzed in case studies, finding an increase in their tendency to study scientific careers and motivation in science classes. Conclusions are proposed about the contribution of these experiences to scientific education and the strategic objective of promoting scientific vocations in students.

SpainAbstract -The reaction of 2,4-0-ethylldene-D-erythrose and -threose with methyl BCetoaoetate and urea, 0P thiourea, under the conditions of the Biglnelll type reaction, gives as principal reactron products C-polyhydroxyalkyipyrimidines derivetives.In continuation of our study on the Biginelli type reaction] '?" wlth sugar derivatives for the preparation of C-nucleosides and analogues, we wish to report a further extenslo" of our prev~ous work, with tetrose derivatives. With these compounds we tried to check the role that the presance of the free 3-OH and its different configurations of sugar. plays in the course and the results of this reaction.

<p style="text-align: justify;">This study presents an inquiry-based teaching approach using a rich methodology involving STEM (science-technology-engineering and mathematics) projects, developed using a cooperative way to work between schools and research centres. We describe the teaching pattern scenario with students, teachers, and scientists. We also illustrate the learning process, conducted through two inquiry-based problems in Biochemistry, the mutagenesis process and the transgenesis effects caused by inoculation of bacteria. The teaching sequence, as well as the scientific knowledge and students’ competencies involved, are shown. We then analyse the students' and teachers' perceptions in this scenario regarding the development of students' STEM learning through their inquiry skills promoted and concerning predictors to vocational careers involved (students’ identities as potential scientists, scientific attitudes, social implications towards science or students´ agency). Finally, we add some conclusions and contributions to teaching STEM education, related to factors of the design teaching scenario that bring connections with the interests and motivations of students, such as the relevance of the projects to evoke understanding of processes or causal relationships of content or the teacher's professionalisation supported by a proper allocation between scientists and teachers.</p>