Science Research Articles

The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking

Backgroundand Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners. ObjectiveThis study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders. MethodA cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students’ coding proficiency and computational thinking. FindingsThe results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders’ coding skills, but no significant impact on computational thinking. ImplicationsResults caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed.

Pulses as Sustainable Protein Sources: Benefits, Drawbacks, and Gaps

Abstract: Pulses have redeemed the interest in terms of a sustainable and healthy diet due to their high protein content. Furthermore, the vitamins, minerals, and phytochemicals they contain also make them more valuable nutritionally. A sustainable diet should improve public health and food security and has a low environmental footprint. Pulses have been considered one of the emerging plant food proteins. Although they have beneficial components such as vitamins, minerals, phytochemicals, and antioxidants, many drawbacks limit their use to consumers and the food industry. One of the drawbacks is their incomplete proteins due to the lack of sulfur-containing amino acids in their protein profile. Furthermore, the protein digestibility of pulses is low due to the antinutritional compounds they contain. The other drawback of pulses is their beany flavor and bitter taste that limits the acceptability of consumers. From the consumer's point of view, the other disadvantage is the laborious and timeconsuming preparation period. : This article provides a concise overview of the current state of knowledge on pulses as sustainable protein sources, underlining the gaps that limit their extensive application in the food industry. Based on the available scientific facts on pulses, finding an efficient method for removing beany flavor and overall sensorial acceptability and antinutritional factors, thus increasing protein digestibility is crucial. The most promising option to increase pulse protein digestibility seems to combine conventional and novel technologies that can modulate digestibility by different mechanisms, such as the removal of antinutritional factors, protein denaturation, and the design of the food matrix.

Mother-Led Science: Rethinking Science-Based Social Movements Through Temporality and Care

This article explores the subjective and temporal modes of organizing underlying science-based social movements through an analysis of two mother-led movements in Argentina. The Abuelas de Plaza de Mayo appropriated forensic anthropology and nascent DNA technologies to identify their disappeared grandchildren during the 1976–83 dictatorship. The Madres de Ituzaingó Anexo developed community-led epidemiology studies and agrochemical contamination mapping to argue for a causal relation between intensive pesticide use and high rates of childhood illnesses. We focus on how these movements delineate visions of time, responsibility, and collective action by closely examining the underlying histories and practices of each social movement as they politicized motherhood and appropriated scientific practice. We offer the concept of mother-led science through the temporal registers of constancy, desgaste, and durability to illuminate the iterative relationship between care work, creating sustainable communities and institutions, and the fragile processes of stabilizing facts. Mother-led science, with its dual claims to scientific authority in an epistemic register and maternal authority in an affective register, articulates a potent form of scientific organizing. We suggest that these affective temporalities may be present across all science-based social movements but can be obscured by narratives of linear progress toward objective truths.

Pluralism and the unity of science: physics and political epistemology in Cassirer’s phenomenology of knowledge

AbstractIn this article, we analyse how Ernst Cassirer’s approach of a phenomenology of knowledge deals with the general question of disunity in science and society. By elaborating on the concept of functional unity, which presupposes difference, Cassirer’s work helps to revise foundational concepts of modern science and society, such as pluralism and truth. Relating Cassirer’s approach to the current interest in political epistemology, we show the implications of Cassirer’s theory of knowledge and analyses of modern science, particularly physics. In these analyses, Cassirer carves out the relational logic of scientific knowledge and its consequences on epistemological and ethico-political levels. While this logic of relations relativises absolute claims on either level, it entails its distinct normative criteria as elements of the scientific ideal. Cassirer’s project defends this ideal and thus can simultaneously defend plurality in science (including the humanities) in terms of methods, perspectives and aims, and preserve the unity of science as a normative ideal and symbolic form in constant interaction with other forms. Thus, Cassirer’s pluralism must be distinguished from mere historicist or relativist conceptions.

A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics

This quantitative classroom intervention study investigated the effectiveness of using mnemonics to enhance preservice teachers’ conceptual understanding of the topic of wave properties in physics. The study involved a sample of 30 final-year undergraduate preservice teachers enrolled in the Bachelor of Education Honours, Senior Primary with specializations in Natural Science and Health Education at Dorado Campus of The International University of Management in Namibia. The primary objective was to assess the impact of a targeted mnemonic-based instructional intervention on their ability to comprehend and apply key physics concepts related to wave properties. Initially, participants’ baseline understanding of these concepts was evaluated through pre-intervention assessments, which provided a measure of their existing knowledge. A structured mnemonic-based teaching intervention was then implemented over a specified period, designed to facilitate improved understanding of wave properties. Following the intervention, post-assessment evaluations were conducted to compare and measure changes in the participants’ conceptual understanding of the subject matter. This comparative analysis aimed to identify any significant improvements resulting from the mnemonic-based instruction. The findings indicated that there were notable improvements in the participants’ conceptual grasp of wave properties after the mnemonic-based intervention. Additionally, the study collected and analyzed participants’ feedback regarding the use of mnemonics, offering insights into their perceptions of the technique’s effectiveness as a pedagogical tool for learning complex scientific concepts. This research contributes to the broader field of physics concepts by providing evidence-based strategies to enhance the preparation of preservice teachers, particularly in physics education. Ultimately, the results of this study have the potential to inform and improve teaching practices, fostering more effective and engaging educational experiences in future science classrooms.

Investigating the impact of three levels of representation-based visual media on students’ mental models

Abstract This study examines the effect of visual media on students’ mental models regarding battery functions and electrical resistance concepts. The study presents a novel visual media approach consisting of phenomena videos, dynamic analogies, and microscopic models. The development of the visual media followed the ADDIE model. The research subjects were 25 12th-grade students from a private senior high school in Bandung, West Java. Students’ mental models were assessed using open-ended test that examined four concepts: (1) electromotive force (EMF) in batteries; (2) electrical resistance; (3) resistors in series; and (4) resistors in parallel. The test were administered as both pre-tests and post-tests.The pre-test results revealed that the majority of students had initial mental models regarding battery functions and electrical resistance concepts. By the end of the study, most students had developed synthetic mental models. However, the majority successfully achieved scientific mental models concerning electrical resistance concepts. In other concepts, only a few students achieved scientific mental models. Overall, the visual media had a significant positive effect on students’ mental models, with corrections observed in 92% of students for EMF in batteries, 96% for electrical resistance, 80% for resistors in series, and 84% for resistors in parallel.These findings encourage physics teachers and researchers to develop innovative visual media focused on correcting students’ mental models in scientific concept learning.

ОБЕСПЕЧЕНИЕ ЭКОНОМИЧЕСКОЙ БЕЗОПАСНОСТИ: ВОЗМОЖНОСТИ МОДЕЛЬНОГО ЗАКОНОДАТЕЛЬСТВА ПАРЛАМЕНТСКОЙ АССАМБЛЕИ ОРГАНИЗАЦИИ ДОГОВОРА О КОЛЛЕКТИВНОЙ БЕЗОПАСНОСТИ

In the context of modern challenges and threats caused primarily by the Russian Federation conducting a special military operation to demilitarize and denazify Ukraine and, as a result, unprecedented sanctions of the collective West against the Russian Federation and the Republic of Belarus, it is important to use the capabilities of the model legislation of the Parliamentary Assembly of the Collective Security Treaty Organization in relation to issues of ensuring economic security. The purpose of the legislative activity of the Parliamentary Assembly of the Collective Security Treaty Organization in this area is to develop effective mechanisms to prevent new challenges and threats to collective security. Currently, the scientific discussion undertaken by the author of the article on the issues of ensuring economic security is important for the development of modern scientific concepts and forecasts. The scientific article can be used by representatives of public authorities, as well as employees, graduate students, applicants and students of higher educational institutions in their research and educational activities.

Implementing Cooperative Learning for Sustainable STEM Education in Nigeria: Preservice Science Teachers’ Knowledge and Beliefs

The study investigated preservice science teachers’ (PST) knowledge and beliefs about the implementation of cooperative learning for sustainable science, technology, engineering, and mathematics (STEM) education in Nigeria given that evidence shows that several Nigerian teachers are still unskilled in 21st-century pedagogies. The study sought to determine PSTs’ competencies for implementing cooperative learning in science classrooms, as informed by their knowledge and beliefs about the effectiveness of applying cooperative learning to teach science concepts. Four research questions guided the study. The design of the study is a descriptive survey involving the collection of quantitative data via questionnaires. This research design is appropriate for the present study as it sought to determine the knowledge and beliefs PSTs have about cooperative learning (CL). The study sample was drawn from all the PSTs in the federal tertiary institution (Nnamdi Azikiwe University, Awka) in Anambra State, Nigeria using the convenience sampling technique. The data for this study were collected electronically using an adapted version of Bouas (1993). The scale’s reliability was determined using the Cronbach alpha technique (α=.73). Percentage, weighted mean, and standard deviation, and one sample t-test were used to analyse the data collected in this study. The study’s findings showed that PSTs in Nigeria were both knowledgeable and held positive beliefs about cooperative learning pedagogy. Based on the study’s findings, implications for the study were discussed.

Improving Biomedical Science Literacy and Patient-Directed Knowledge of Tuberculosis (TB): A Cross-Sectional Infodemiology Study Examining Readability of Patient-Facing TB Information

BackgroundTuberculosis (TB) continues be the leading cause of death globally due to an infectious agent. There is a paucity of data describing the readability of patient-facing TB information for service users. The aim of this study was to calculate the readability of multiple global TB information sources.MethodsInformation on tuberculosis (n = 150 sources) included nine categories, Patient-facing information: WHO publications (n = 17), International governments (n = 19), Hospitals (n = 10), Non-government organisations (NGOs)/charities (n = 20), Cochrane Plain Language Summaries (n = 20); LabTestsOnlineUK (n = 4) and Scientific-facing information: Clinical trials (n = 20), Cochrane abstracts (n = 20), Scientific abstracts (n = 20). Readability was calculated using Readable software, defined by (i) Flesch Reading Ease (FRE), (ii) Flesch-Kincaid Grade Level (FKGL), (iii) Gunning Fog Index and (iv) SMOG Index and two text metrics [words/sentence, syllables/word].ResultsMean readability values for TB information for the FRE and FKGL were 35.6 ± 1.6 (standard error of mean (SEM)) (US Target ≥60; UK Target ≥90) and 12.3 ± 0.3 (US Target ≤8; UK Target ≤6), respectively, with mean words per sentence and syllables per word of 17.2 and 1.8, respectively. Cochrane Plain Language Summaries had similar readability scores to their matching scientific abstract (p = 0.15). LabTestsOnlineUK yielded a mean FRE score of 51.5 ± 1.2, a mean FKGL score of 10.2 ± 0.5 and text metric scores of 16.7 ± 2.3 and 1.6, for words per sentence and syllables per word, respectively. In descending order, TB information from international governments, hospitals and LabTestsOnlineUK were the most readable (FRE = 57.9, 54.1 and 51.5, respectively), whereas scientific abstracts and Cochrane abstracts were the most difficult to read (13.0 and 30.2, respectively).ConclusionPatient-facing TB information analysed had poor readability. Effective communication of biomedical science concepts and information relating to TB is vital for service users to enhance their health literacy of tuberculosis, thereby promoting better clinical outcomes. Biomedical scientists are important custodians of scientific information for their service user populations, including other healthcare professionals within the TB multidisciplinary (MDT) team and patient service users. When preparing TB information, this should be checked and modified in real time employing readability calculators, to align with health readability targets.

An Action Research on Basic Competence in Science and Technology in Social Studies Course

Social Studies course is one of the basic courses that prepare students for social life. Change and development have become important in science and technology in the present time. Social Studies course has found its place in the development and change in science and technology. Developments in science and technology are given in Social Studies course, considering the basic competences in science and technology. The aim of this research is to reveal the process of activities related to the basic competence area of social studies course regarding science and technology and to determine the views of students and teachers regarding this process. The research was designed in action research pattern which is one of the qualitative research methods. The research was conducted in the first and second semesters of 2022-2023 academic year. The participants of the research are 6th grade students and their social studies teacher. The data of the research, observation form, teacher and student diaries, student products, semi-structured interview forms were gathered via video recordings of the researcher in the process. Data analysis of the research was conducted using descriptive analysis method. In the research it was concluded that the activities conducted regarding basic competence in science and technology in social studies course entertained the students during the course, the course was better comprehended and the subjects were learned easily. In addition, it was concluded that the activities related to the basic competence in science and technology in Social Studies course improved students' ability to conduct research using scientific research process, and realized the importance of the scientific ethics concept, respect for labor and citing references. Considering the results of the research, recommendations for practitioners and researchers were made.

The neuropolitical imaginaries of cognitive warfare

The concept of cognitive warfare is currently gaining ground in the policy discussion and in academic research as a way of conceptualizing the ‘weaponization of the neurosciences’. Introducing the Science and Technology Studies-inspired concept of ‘neuropolitical imaginaries’ and assessing discussions on cognitive warfare launched by the NATO Innovation Hub in 2017, this article explores how the contemporary turn to the brain sciences in defense and security reimagines politics. The article argues that seeing the human mind as increasingly vulnerable to external interference redefines the nature of human agency by giving precedence to the skilful ‘cartographer’ employing neuroscientific techniques and methods for persuasion. This emerging vulnerability of the human mind reshapes security into a zero-sum game for ‘cognitive superiority’, making brain science scholars authorities in security. Finally, speaking to the literature on security expertise and science in security, the article argues that the envisaged arms race for cognitive superiority gives rise to a neurosecurity dilemma: as the neurosciences becomes entangled with security, neuroscientific practices simultaneously arise as a core vulnerability, making their work conditional upon compliance with security practices.

LINKING SCIENTIFIC CONCEPTS WITH STUDENTS’ PERSONAL DAILY LIVES: USING THE METAPHYSICAL MEANING OF SCIENTIFIC CONCEPTS

The declining interest in science learning, along with students' perception that science is irrelevant to their daily lives, has been identified as a significant issue. This research aimed to help students connect abstract scientific concepts with their personal and everyday experiences. To achieve this, the research utilized the metaphysical principles implied by scientific concepts, a component of Kuhn’s paradigm. To replace the abstract term ‘metaphysical meanings’, the term ‘Meaning of Life implied by Scientific Concepts’ (MLS) was introduced to make these metaphysical principles more accessible and comprehensible for students. Using MLS, activity sheets were developed and implemented with 57 lower-secondary students. The results showed that students could effectively identify real-life examples of the presented MLS, the number of students who successfully generated MLS increased with additional class sessions, and the content of the MLS expressed by the students was thoughtful and meaningful. Post-activity interviews indicated that students found this approach interesting and helpful for understanding concepts, and teachers were impressed by the quality of the students' work, expressing a desire to implement this approach in their classes. It is concluded that using MLS to connect abstract scientific concepts with students' everyday lives is both feasible and applicable in school science. Keywords: Metaphysical Principle, Scientific Concepts, Everyday Context, Kuhn’s Paradigm

Emphasizing “Integrationism” in Twenty-First Century Science: Another Useful Tool to Generate Better Scientific Paradigms Better Quality Science

The core objective of this paper is to emphasize the importance of “integrationism” as a core and a central method, and as a core philosophy of science, social sciences included, and one that can naturally and reliably be used to generate much better paradigms, better frameworks, and better concepts in science, and higher quality and higher order science as well. We also believe and propose that this technique become vital to scientific endeavour as a whole. In order to better perform the task of laying down the bare essentials of this paper, we review our earlier papers on scientific method of which there have indeed been many published over the last couple of years or so, including our much more recent paper on foundationalism. We also then go on to explain and elucidate why inductivism, including methodological inductivism and nomothetic approaches provide the epistemological basis for this paper, and stand us in very good stead. We also examine and explore other essential prerequisites of this approach including the need and necessity of dogma and ideology-free science, coherentism, reliabilism, internal and external validity, accuracy, rigour, precision, and also explain how this approach can be used to integrate and synthesize paradigms, frameworks, methods, and methodologies as well across a broad spectrum.

Sci-comm a long way: my journey from research to teaching (and beyond?)

How does one transition from a PhD in molecular biology to a dual career in teaching and science communication? Science communication involves translating complex scientific concepts into engaging, understandable content for a broad audience, using storytelling, multimedia, and audience-specific adaptations. The journey from academia to science communication, and eventually combining both with teaching, highlights the need for distinct approaches to engage diverse audiences effectively. These approaches include using audience-targeted relatable analogies, incorporating pop culture references or designing hands-on activities to make scientific concepts more accessible and interesting. While science communication shares some similarities with formal education, each requires unique strategies, and both are crucial for educating future generations. Training scientists and educators in communication skills and fostering collaborations between academia and the public are essential for creating an informed, engaged society. By enhancing science communication efforts, we can better prepare the public to address the next scientific challenges.

Argumentation and Knowledge Construction in Higher Education: A Vygotskian Perspective

Empirical research indicates that the utilization of argumentation as an educational strategy fosters the acquisition of argumentation skills and disciplinary knowledge. Furthermore, there is evidence to show that argumentation skills development mediates the effect of oral argumentation on disciplinary knowledge. However, studies have also shown that argumentation is scarce in higher education and that although lecturers see argumentation as a relevant pedagogical goal, they think that students need to first acquire knowledge in order to develop argumentation skills. Therefore, a crucial pedagogical resource to promote scientific knowledge in higher education is being overlooked. This paper is aimed at shedding light onto argumentation as a key practice in higher education teaching, disputing the idea that to argue, students first need to acquire knowledge. We elaborate further on Vygotsky’s notion of scientific concepts, highlighting their dialectic structure, which accounts for the epistemic potential of argumentation. This paper extends an invitation to higher education lecturers to prompt argumentation in classrooms as a form of disciplinary learning. Limitations and implications are discussed throughout the paper

Student Uncertainty as a Pedagogical Resource (SUPeR): an approach for phenomena-based science teaching

This paper presents a phenomenon-based teaching approach, termed Student Uncertainty as Pedagogical Resource (SUPeR), designed to help teachers create classroom lessons that leverage the inherent students’ scientific uncertainties within various phenomena. We outline three types of phenomena, each serving distinct roles in engaging students with essential scientific concepts and practices: anchoring phenomena provide a foundational context, investigative phenomena drive inquiry, and assessment phenomena evaluate understanding. In tandem with these phenomena, the SUPeR approach introduces three categories of scientific uncertainty: conceptual, procedural, and epistemic. The approach is implemented in four phases: (1) problematizing a phenomenon, (2) investigating through material practice, (3) participating in argumentative practice, and (4) engaging in reflection, transformation, and application. To demonstrate the practical application of the SUPeR teaching approach, we describe a seventh-grade, two-week project focused on understanding how light and heat affect the electrical output of a solar panel. The SUPeR approach equips teachers to weave different types of phenomena throughout the inquiry process, creating a unified and engaging narrative in their lessons. Most importantly, it emphasizes that students’ scientific uncertainties should be harnessed as a key pedagogical resource to guide and enrich the learning process.

Picture perfect science communication: How public audiences respond toinformational labels in cinematic-style 3D data visualization.

Visualizing research data can be an important science communication tool. In recent decades, 3D data visualization has emerged as a key tool for engaging public audiences. Such visualizations are often embedded in scientific documentaries screened on giant domes in planetariums or delivered through video streaming services such as Amazon Prime. 3D data visualization has been shown to be an effective way to communicate complex scientific concepts to the public. With its ability to convey information in a scientifically accurate and visually engaging way, cinematic-style 3D data visualization has the potential to benefit millions of viewers by making scientific information more understandable and interesting. Maximizing the effectiveness of 3D data visualization can benefit millions of viewers. To support a wider shift in this professional field towards more evidence-based practice in 3D data visualization to enhance science communication impact, we have conducted a survey experiment comparing audience responses to two versions of 3D data visualizations from a scientific documentary film on the theme of 'solar superstorms' (n = 577). This study was conducted using a single (with two levels: labeled and unlabeled), between-subjects, factorial design. It reveals key strengths and weaknesses of communicating science using 3D data visualization. It also shows the limited power of strategically deployed informational labels to affect audience perceptions of the documentary film and its content. The major difference identified between experimental and control groups was that the quality ratings of the documentary film clip were significantly higher for the 'labeled' version. Other outcomes showed no statistically significant differences. The limited effects of informational labels point to the idea that other aspects, such as the story structure, voiceover narration and audio-visual content, are more important determinants of outcomes. This study concludes with a discussion of how this new research evidence informs our understanding of 'what works and why' with cinematic-style 3D data visualizations for the public.

Unraveling Interdiffusion Phenomena and the Role of Nanoscale Diffusion Barriers in the Copper-Gold System.

Diffusion is one of the most fundamental concepts in materials science, playing a pivotal role in materials synthesis, forming, and degradation. Of particular importance is solid state interdiffusion of metals which defines the usable parameter space for material combinations in the form of alloys. This parameter space can be explored on the macroscopic scale by using diffusion couples. However, this method reaches its limit when going to low temperatures, small scales, and when testing ultrathin diffusion barriers. Therefore, this work transfers the principle of the diffusion couples to small scales by using core-shell nanowires and in situ heating. This allows us to delve into the interdiffusion dynamics of copper and gold, revealing the interplay between diffusion and the disorder-order phase transition. Our in situ TEM experiments in combination with chemical mapping reveal the interdiffusion coefficients of Cu and Au at low temperatures and highlight the impact of ordering processes on the diffusion behavior. The formation of ordered domains within the solid-solution is examined using high-resolution imaging and nanodiffraction including strain mapping. In addition, we examine the effectiveness of ultrathin Al2O3 barrier layers to control interdiffusion of the diffusion couple. Our findings indicate that a 5 nm thick layer serves as an efficient diffusion barrier. This research provides valuable insights into the interdiffusion behavior of Cu and Au on the nanoscale, offering potential applications in the development of miniaturized integrated circuits and nanodevices.

Examining English learning students’ experiences related to home language use in a Physical Science and Language Development classroom

Research suggests that by allowing English Learner (EL) students to use their home languages in science class, they can better express their thinking and build content knowledge through underlying crosslinguistic awareness between languages. However, EL students’ educational backgrounds and home languages are incredibly varied. In this case study, we employ grounded theory to explore students' perceptions of their experiences in the context of a Physical Science and Language Development class [10]. We use a phenomenological approach to describe how the students experience their home language within this model of a science and language development class. Observation data, online video assignments, and small group, semi-structured interviews were used to find themes related to experiences of using home language in science class. The findings indicate varied student perspectives on the use of their home languages in science class. Some students preferred to use class time to practice using English, while others found value in using their home languages to help better understand science concepts. Student ideologies regarding English-only or multilingual practices for EL students varied. The findings also indicated that providing an opportunity for EL students to use their home languages in an asynchronous online communication platform outside of class was an effective strategy to allow time for students to practice English during science class, yet provide an opportunity to translate between home languages and English.

A Tribute to Jaume Porta Casanellas and His Influence on Soil Science

This article provides personal and professional assessments from disciples, colleagues and friends of Jaume Porta Casanellas (Barcelona, 1944; Lleida, 2023), a prominent soil scientist. He began his agricultural engineering studies at the Polytechnic University of Madrid (UPM) where he met Marta López-Acevedo, his wife and outstanding collaborator. At UPM, he started his early work in soil science under the guidance of Professor Carlos Roquero who became his mentor and friend. Jaume Porta was a dedicated, passionate soil scientist who engaged extensively in teaching and research in Soil Science, while also excelling as a manager. He emerged as a leader due to his initiatives in promoting Soil Science in Catalonia and Spain, and for his forward-thinking vision, evident in his decisions as Rector of the University of Lleida, which have significantly contributed to the city’s development. From the beginning, he advocated for detailed (1:25,000) soil mapping of Catalonia to enhance territorial planning and agricultural progress. His primary research focus was on salt-affected soils and soils with gypsum, alongside soil erosion and conservation. Porta devoted a lot of effort to improve soil field descriptions with his Agenda de campo. He played a key role in standardizing soil analytical methods, establishing large series laboratories in Spain, notably the LAF in Sidamon (Lleida), and aligning Spanish soil labs with the international GLOSOLAN network. As president of the SECS, he energized activities and encouraged member participation. His educational publications, mainly his comprehensive textbook Edafología, are considered fundamental in Soil Science across Spanish-speaking countries, as is the Multilingual Dictionary of Soil Science, representing the pinnacle of his efforts to rigorously disseminate soil science concepts and terms in Spanish, Catalan, Galician, and Portuguese. He contributed significantly to international Soil Science courses in Mexico and played a key role in establishing the JADE postgraduate training program. He facilitated the creation and international visibility of the Spanish Journal of Soil Science. Additionally, he advocated for the establishment of the Soil Sciences Documentation Centre (Ce.SECS) to preserve historical publications and the legacy of soil scientists. Jaume Porta’s enduring impact, both professionally and personally, will be felt for years to come.