<?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>S0187-893X2016000300182</article-id>
<article-id pub-id-type="doi">10.1016/j.eq.2015.12.001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis curricular de la enseñanza química en México en los niveles preuniversitarios. Parte II: La educación media superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Curricular teaching chemistry analysis in Mexico in pre-university levels. Part II: The high school education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Campillo]]></surname>
<given-names><![CDATA[Yosajandi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chamizo Guerrero]]></surname>
<given-names><![CDATA[José Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y de Estudios Avanzados ]]></institution>
<addr-line><![CDATA[Ciudad de México DF]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Química ]]></institution>
<addr-line><![CDATA[Ciudad de México DF]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<volume>27</volume>
<numero>3</numero>
<fpage>182</fpage>
<lpage>194</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2016000300182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2016000300182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2016000300182&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Hoy en día, hay un debate sobre la necesidad de cambiar el currículo de las ciencias en los niveles preuniversitarios, con la idea de que no solo se aborden los contenidos disciplinares, sino también que contribuya al desarrollo de diferentes habilidades de pensamiento, de manejo de la tecnología y que permita al estudiante entender y aplicar el conocimiento de mejor manera dentro de su propio contexto. En el caso de México, debido a nuestro bajo nivel de educación expresado en diversas evaluaciones, el cambio curricular se hace necesario y para ello, el primer paso es el estudio de la situación actual con el fin de caracterizar el currículo y encontrar, así, las fortalezas y áreas de oportunidad. Por lo anterior, este estudio se trata de un análisis curricular, específicamente para la enseñanza de la química en el nivel bachillerato, teniendo en cuenta los cinco programas específicos de química general del nivel medio superior. Para llevar a cabo este análisis se consideraron cinco grandes ejes: la naturaleza de la ciencia, el contexto, los trabajos prácticos, la evaluación y la estructura sustantiva (incluyendo la estructura paradigmática).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Today, there is an ongoing discussion about the need to change the science curriculum in pre-university levels, with the idea that they are not only addressed the disciplinary contents but also that the curriculum, contribute to the development of different thinking skills, management tools derived from technology and allows the student to better understand and apply knowledge within their own context. In the case of Mexico, due to our poor level of education expressed in various assessments, curriculum change is necessary and for this, the first step is to study the current situation in order to characterize the curriculum and find the strengths and areas opportunity. Therefore, this study is a curriculum analysis, specifically for teaching chemistry at the high school level, considering five specific programs of general chemistry from high school. To carry out this analysis considered five large axes: Nature of science, context, practical work, evaluation and substantive structure (including the paradigmatic structure).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Análisis curricular]]></kwd>
<kwd lng="es"><![CDATA[Currículo de ciencias]]></kwd>
<kwd lng="es"><![CDATA[Educación media superior]]></kwd>
<kwd lng="es"><![CDATA[Nivel preuniversitario]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la química]]></kwd>
<kwd lng="en"><![CDATA[Curricular analysis]]></kwd>
<kwd lng="en"><![CDATA[Science curriculum]]></kwd>
<kwd lng="en"><![CDATA[High school education]]></kwd>
<kwd lng="en"><![CDATA[Pre-university levels education]]></kwd>
<kwd lng="en"><![CDATA[Teaching chemistry]]></kwd>
</kwd-group>
</article-meta>
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