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Introductory chapter: teaching plant dynamics as a basis for the establishment of climax vegetation. The need for research and learning

dc.book.titleScrub vegetation as dynamics states of forest: methodologies for learning and research
dc.contributor.authorCano Ortiz, Ana
dc.contributor.authorCano, Eusebio
dc.contributor.editorCano Ortiz, Ana
dc.contributor.editorCano, Eusebio
dc.date.accessioned2025-06-24T10:28:08Z
dc.date.available2025-06-24T10:28:08Z
dc.date.issued2024
dc.descriptionReferencias bibliográficas: • Raunkiær C. The Life Forms of Plants and Statistical Plant Geography. Oxford: Clarendon Press; 1934 • Midolo G, Axmanová I, Dřevojan JP, Lososová Z, Večeřa M, Karger DN, et al. Diversity and distribution of Raunkiær's life forms in European vegetation. Journal of Vegetation Science. 2024;2024(35):e13229. DOI: 10.1111/jvs.13229 • Cano-Ortiz A, Piñar Fuentes JC, Ighbareyeh JMH, Quinto Canas R, Musarella CM, Cano E. Geobotanical field activities for learning landscape interpretation concepts and methods for university students. Issue special “didactic experimental science”. Research Journal of Ecology and Environmental Sciences. 2022;2(2):11-22. DOI: 10.31586/rjees.2022.206 • Cano-Ortiz A. Teaching about biodiversity from phytosociology: Evaluation and conservation. Plant Sociology. 2023;60(2):25-37. DOI: 10.3897/pls2023602/02. ISSN:2280-1855 • Gianguzzi L, Caldarella O, Campisi P, Sonia Ravera S, Scalenghe R, Venturella G. Plant diversity in oldgrowth woods: The case of the forest edges of the Favorita Park in Palermo (North-Western Sicily, Italy). Plant Sociology. 2024, 2024;61(1):1-29. DOI: 10.3897/pls2024611/01 • Raposo M, del Río S, Vázquez Pardo F, Cos JC, Cano-Ortiz A, Pinto Gomes C. New plant communities to define the southern boundary of the European Atlantic Province in mainland Portugal. Plant Sociology. 2023;60(2):39-55. DOI: 10.3897/pls2023602/03 • Braun-Blanquet J. In: Blume E, editor. Fitosociología. Madrid: Bases para el estudio de las comunidades vegetales; 1979
dc.description.abstractShrublands are constituted byshrubby plants, which act as dynamic stages of forests in different environments, Mediterranean, temperate, and tropical. Depending on the environment in which they are located, the structure of shrublands is different. In Mediterranean and temperate climates, the thickets can include different dynamic stages, depending on the type of soil, which is basically a lithosol or regosol, soils on which thyme, canthus, rockrose, rosemary, heath, etc., are installed; when the power of the soil is higher than that of the regosol, the community that is installed is a high scrub, type coscojar, madroñal. In all cases when the climax vegetation is degraded, there is a loss of soil by erosion, passing from luvisol and cambisol soils to more skeletal soils such as regosols, and therefore, a perfect correlation is established between the type of soil and the type of shrub community; within the different shrub communities, the first dynamic stage closer to the climax is still developed on deep soils, which when eroded allow the entry of a serial scrub. In all cases the shrub vegetation exploits poorer edaphic ecological niches than those of the forest, being the structure of shrub and forest vegetation different. While tree species belong in Raunkiaer’s classification to the group of phanerophytes and macrophanerophytes, shrubs are included in the groups of camephytes and microphanerophytes. The objective is to raise awareness of Raunkiaer biotypes and their value for vegetation research.
dc.description.departmentDepto. de Didáctica de las Ciencias Experimentales , Sociales y Matemáticas
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statuspub
dc.identifier.citationCano-Ortiz, A., & Cano Carmona, E. (2024). Introductory Chapter: Teaching Plant Dynamics as a Basis for the Establishment of Climax Vegetation – The Need for Research and Learning. En Scrub Vegetation as Dynamics States of Forest: Methodologies for Learning and Research. IntechOpen. doi: 10.5772/intechopen.115524
dc.identifier.doi10.5772/intechopen.115524
dc.identifier.isbn978-0-85014-364-5
dc.identifier.isbn978-0-85014-363-8
dc.identifier.officialurlhttps://dx.doi.org/10.5772/intechopen.115524
dc.identifier.relatedurlhttps://www.intechopen.com/chapters/89716
dc.identifier.relatedurlhttps://www.intechopen.com/books/13141
dc.identifier.urihttps://hdl.handle.net/20.500.14352/121753
dc.language.isoeng
dc.page.final7
dc.page.initial1
dc.publisherIntechOpen
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.cdu55/59
dc.subject.cdu58
dc.subject.cdu37.012
dc.subject.cdu371.3
dc.subject.keywordPlantas
dc.subject.keywordBotánica
dc.subject.keywordPlant Dynamics
dc.subject.ucmCiencias
dc.subject.ucmEnseñanza de las ciencias
dc.subject.ucmEducación
dc.subject.ucmMétodos de enseñanza
dc.subject.unesco24 Ciencias de la Vida
dc.subject.unesco5801.07 Métodos Pedagógicos
dc.titleIntroductory chapter: teaching plant dynamics as a basis for the establishment of climax vegetation. The need for research and learning
dc.typebook part
dc.type.hasVersionVoR
dspace.entity.typePublication
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relation.isEditorOfPublication.latestForDiscovery173c66c2-2eac-42e5-9c4b-cbb5245dd98c

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