<?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>S0185-26982023000300061</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2023.181.60752</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El aprendizaje con cuentos y manuales en la infancia. Un estudio cuasi-experimental en el aula del preescolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mareovich]]></surname>
<given-names><![CDATA[Florencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peralta]]></surname>
<given-names><![CDATA[Olga Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Rosario Instituto Rosario de Investigaciones en Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Rosario Instituto Rosario de Investigaciones en Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<numero>181</numero>
<fpage>61</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982023000300061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982023000300061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982023000300061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo compara el aprendizaje acerca del mundo natural (animales) y del mundo artificial (medios de transporte) utilizando libros de cuentos antropomórficos y manuales realistas. Primero, los niños y niñas realizaron individualmente un pretest consistente en ubicar medios de transporte o animales poco convencionales en sus respectivos escenarios (acuático, aéreo, terrestre). Luego, a lo largo de seis sesiones grupales en el aula, una investigadora enseñó acerca del mundo natural y artificial utilizando cuentos o manuales con animales y medios de transporte. Finalmente, los niños y niñas realizaron un postest igual al pretest. Se encontró que la ejecución mejoró entre pre y postest, tanto al utilizar cuentos como al utilizar manuales, pero significativamente sólo con cuentos. La comparación entre condiciones en el postest mostró diferencias significativas en el aprendizaje sobre el mundo natural a favor de los cuentos. Los resultados indican que los cuentos serían un mejor medio de aprendizaje para los preescolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We compare learning about the natural world (animals) and the artificial world (modes of transportation) using anthropomorphic stories and realistic manuals. First, children were asked to individually fill out a pretest identifying modes of transportation or unconventional animals in their respective scenarios (aquatic, aerial, land). Afterwards, throughout six group sessions in the classroom, a researcher taught them about the natural and artificial worlds using stories or manuals with animals and modes of transportation. Finally, the children were asked to answer a post-test similar to the pre-test. We found that their performance improved between the pre and post-test both with the use of stories as well as with the manuals. However, it was significant only with stories. The comparison between both conditions in the post-test showed significant differences in knowledge of the natural world favoring the stories. Results indicate that stories are a better learning medium for preschoolers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Cuentos]]></kwd>
<kwd lng="es"><![CDATA[Manuales]]></kwd>
<kwd lng="es"><![CDATA[Educación preescolar]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento escolar]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Stories]]></kwd>
<kwd lng="en"><![CDATA[Manuals]]></kwd>
<kwd lng="en"><![CDATA[Preschool education]]></kwd>
<kwd lng="en"><![CDATA[Scholastic knowledge]]></kwd>
</kwd-group>
</article-meta>
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