<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662016000200583</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Concepciones de estudiantes de profesorado de educación primaria sobre la naturaleza de la ciencia: Una evaluación diagnóstica a partir de reflexiones en equipo]]></article-title>
<article-title xml:lang="en"><![CDATA[Preservice Elementary Teachers' Conceptions of the Nature of Science: A Diagnostic Evaluation Based on Team Reflections]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Carmona]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acevedo Díaz]]></surname>
<given-names><![CDATA[José Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sevilla Facultad de Educación Departamento de Didáctica de las Ciencias]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,ja_acevedo@vodafone.es  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>69</numero>
<fpage>583</fpage>
<lpage>610</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662016000200583&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662016000200583&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662016000200583&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta una investigación diagnóstica de concepciones de estudiantes de profesorado de primaria (EPEP) sobre algunas cuestiones clave de la naturaleza de la ciencia (NDC). Para ello, se analizaron las reflexiones de un grupo-clase de 67 EPEP que respondieron, en pequeños equipos, a varias preguntas abiertas relacionadas con el tema. El análisis de las respuestas se hizo desde un enfoque interpretativo mediante una combinación de los métodos inter- e intra-observadores y el uso de descriptores de baja inferencia. Los resultados indican que los participantes muestran ideas ingenuas o inadecuadas sobre NDC, pero también algunas potencialidades que suponen cierta novedad respecto de estudios precedentes. Por último, se sugieren algunas recomendaciones para la formación de EPEP sobre la NDC y su didáctica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents a diagnostic study of preservice elementary teachers' conceptions of key issues in the nature of science. To compile the group's reflections, 67 preservice elementary teachers were asked to work in small teams to answer various open-ended questions related to the topic; their responses were analyzed through an interpretative approach that combined inter- and intra-raters and low-inference descriptors. The results indicate that the participants expressed naïve or inappropriate ideas about the nature of science, although some potential factors point to a degree of novelty with respect to previous studies. The article concludes by making recommendations for training preservice elementary teachers in the nature of science and science teaching.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de profesorado]]></kwd>
<kwd lng="es"><![CDATA[naturaleza de la ciencia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado, España]]></kwd>
<kwd lng="en"><![CDATA[elementary education]]></kwd>
<kwd lng="en"><![CDATA[preservice teachers]]></kwd>
<kwd lng="en"><![CDATA[nature of science]]></kwd>
<kwd lng="en"><![CDATA[science teaching]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[Spain]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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