<?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>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2016000100059</article-id>
<article-id pub-id-type="doi">10.1016/j.eq.2015.09.003</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de la plataforma socrative.com para alumnos de Química General]]></article-title>
<article-title xml:lang="en"><![CDATA[Using socrative.com platform for students in General Chemistry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frías]]></surname>
<given-names><![CDATA[María Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arce]]></surname>
<given-names><![CDATA[Christian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Morales]]></surname>
<given-names><![CDATA[Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Arturo Prat  ]]></institution>
<addr-line><![CDATA[Iquique ]]></addr-line>
<country>CL</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>59</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2016000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2016000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2016000100059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[El aprendizaje de la Química a nivel universitario se hace cada vez menos estimulante para los estudiantes de primer año, lo que se observa por el bajo interés que presentan en la asignatura y las altas tasas de reprobación. En este sentido, la incorporación de nuevas metodologías basadas en la innovación tecnológico-pedagógica se ha convertido en un aliciente para los alumnos. En el presente estudio se muestra un caso de innovación docente para alumnos de primer año usando la plataforma socrative.com. Esta plataforma posee un entorno amigable y permite medir en tiempo real -y en línea- el progreso de los estudiantes que hacen uso de dispositivos móviles y táctiles. Los resultados muestran que los alumnos se adaptan fácilmente a este tipo de plataformas, ya que son nativos digitales. Se muestran propicios a responder las preguntas a través de sus celulares o tabletas, ya que esto les permite mantener el anonimato sin tener que salir a la pizarra. Reconocen que la plataforma los ha ayudado a aprobar el curso y se entusiasman con el hecho de extenderla a otras asignaturas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Learning chemistry at university level has become every day a less attractive field for first year students. They have little interest in the subject and they are prone to fail. In that regard, new methodologies based on teaching innovation have become an ally for students. In this work, a teaching innovation case is presented using socrative.com platform. The platform possess a friendly environment and has been designed to have an immediately feedback of students' progress when they use their own mobile devices. The results show that students rapidly adopt the platform since they are digital natives. They are prone to answer the chemical question through their touch devices due to they are able to remain anonymous. Thus, they do not have to solve exercises on the board. They recognize that the platform helped them pass the course and get excited about the fact extend this to other subjects.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Socrative]]></kwd>
<kwd lng="es"><![CDATA[Química]]></kwd>
<kwd lng="es"><![CDATA[Innovación docente]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías de la información]]></kwd>
<kwd lng="en"><![CDATA[Socrative]]></kwd>
<kwd lng="en"><![CDATA[Chemistry]]></kwd>
<kwd lng="en"><![CDATA[Teaching innovation]]></kwd>
<kwd lng="en"><![CDATA[Information technology]]></kwd>
</kwd-group>
</article-meta>
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