<?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>S0187-893X2016000300217</article-id>
<article-id pub-id-type="doi">10.1016/j.eq.2016.04.001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las emociones en el aprendizaje de física y química en educación secundaria. Causas relacionadas con el estudiante]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotions in learning Physics and Chemistry in secondary education. Students related causes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dávila Acedo]]></surname>
<given-names><![CDATA[María Antonia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cañada Cañada]]></surname>
<given-names><![CDATA[Florentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Martín]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mellado Jiménez]]></surname>
<given-names><![CDATA[Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad de Extremadura Facultad de Educación Departamento de Didáctica de las Ciencias Experimentales y Matemáticas]]></institution>
<addr-line><![CDATA[Badajoz ]]></addr-line>
<country>Spain</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>217</fpage>
<lpage>225</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2016000300217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2016000300217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2016000300217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resulta necesario el estudio del dominio afectivo en la enseñanza de las ciencias, ya que las emociones condicionan nuestro proceso de aprendizaje. Además, en el desarrollo personal del individuo intervienen componentes tanto cognitivos como afectivos. Por ello, es importante conocer las emociones que experimentan los alumnos de educación secundaria hacia la física y química durante el proceso de aprendizaje. El objetivo de este trabajo es conocer y analizar las emociones que experimentan los alumnos de educación secundaria obligatoria hacia aspectos relacionados con el propio estudiante. La muestra está constituida por 84 alumnos españoles del tercer curso de educación secundaria obligatoria durante el curso académico 2013/2014. Los resultados más relevantes determinan que los alumnos experimentan emociones positivas cuando obtienen buenos resultados en la materia. En cambio, experimentan emociones negativas cuando tienen que resolver un problema tanto de física como de química, así como al realizar exposiciones orales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[It is necessary to study the domain affective in science education, since emotions affect our learning process. Furthermore, the personal development involves both cognitive and affective components. For this reason, it is important to know the emotions experienced by students of Compulsory Secondary Education towards the Physics and Chemistry during the learning process. This paper aims to understand and analyze the emotions experienced by students of Compulsory Secondary Education towards aspects related to the student. The sample consisted of 84 Spanish students of the third year of Compulsory Secondary Education of two educative institutions of the province of Badajoz during the academic year 2013/2014. The most relevant results determined that the students experienced positive emotions when they got good results in this field. On the other hand, they experienced negative emotions when they had to solve a problem of Physics and Chemistry, as well as, performing oral presentations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Emociones]]></kwd>
<kwd lng="es"><![CDATA[Alumnos]]></kwd>
<kwd lng="es"><![CDATA[Educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[Física y química]]></kwd>
<kwd lng="en"><![CDATA[Emotions]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Compulsory secondary education]]></kwd>
<kwd lng="en"><![CDATA[Physics and chemistry]]></kwd>
</kwd-group>
</article-meta>
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