<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982023000400105</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2023.182.61128</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Razonamiento de los estudiantes de preescolar sobre los fenómenos físicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Preschooler reasoning on physical phenomena]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Camacho]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallegos-Cázares]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón-Canales]]></surname>
<given-names><![CDATA[Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Instituto de Ciencias Aplicadas y Tecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Instituto de Ciencias Aplicadas y Tecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Instituto de Ciencias Aplicadas y Tecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<numero>182</numero>
<fpage>105</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982023000400105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982023000400105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982023000400105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se presenta un análisis de cómo establecen inferencias los estudiantes de preescolar para interpretar y comprender fenómenos físicos. Con base en la aproximación epistemológica-inferencial de las representaciones, se determinan las herramientas epistémicas con las cuales establecen los estudiantes sus razonamientos. Las niñas y niños que participaron son estudiantes preescolares de una zona rural, los cuales fueron entrevistados ante situaciones experimentales y de su experiencia cotidiana con el sonido. Los resultados muestran un conjunto de herramientas epistémicas que constituyen un modelo o representación funcional que les permite a niñas y niños llevar a cabo razonamientos coherentes y complejos. Las conclusiones llevan a la conveniencia de que, en los procesos de enseñanza de las ciencias, los estudiantes tengan experiencias con diversas representaciones externas y actividades donde se atiendan de manera específica sus procesos de razonamiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work analyzes how preschoolers establish inferences in order to interpret and understand physical phenomena. Based on an epistemologicalinferential approach towards representations, we determine which epistemic tools students use to establish their reasoning. The participating children are rural preschoolers who were interviewed while confronting experimental and daily life sound situations. Our results show a series of epistemic tools constituting a model or functional representation that allows children to engage in coherent and complex reasoning. Our conclusions lead us to convene that science teaching processes should let students experience diverse external representations and activities specifically addressing their reasoning processes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Preescolar]]></kwd>
<kwd lng="es"><![CDATA[Razonamiento]]></kwd>
<kwd lng="es"><![CDATA[Representaciones]]></kwd>
<kwd lng="es"><![CDATA[Sonido]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de las ciencias]]></kwd>
<kwd lng="en"><![CDATA[Preschool]]></kwd>
<kwd lng="en"><![CDATA[Reasoning]]></kwd>
<kwd lng="en"><![CDATA[Representations]]></kwd>
<kwd lng="en"><![CDATA[Sound]]></kwd>
<kwd lng="en"><![CDATA[Learning science]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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