<?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>S0187-893X2017000300174</article-id>
<article-id pub-id-type="doi">10.1016/j.eq.2017.01.002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Cómo podemos averiguar si Limpics es un fraude? Aprendiendo a diseñar investigaciones en educación secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[How can we assess if Limpics is a fake? Learning to plan investigations in secondary education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Crujeiras]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cambeiro]]></surname>
<given-names><![CDATA[Fermín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Santiago de Compostela Facultade de Formación do Profesorado Departamento de Didácticas Aplicadas]]></institution>
<addr-line><![CDATA[Lugo ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto de Educación Secundaria de Melide  ]]></institution>
<addr-line><![CDATA[Melide Coruña]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>28</volume>
<numero>3</numero>
<fpage>174</fpage>
<lpage>180</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2017000300174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2017000300174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2017000300174&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este trabajo se presenta una actividad diseñada para introducir a los estudiantes de tercer curso de educación secundaria obligatoria (14-15 años) en la planificación de investigaciones en el laboratorio de química. Se utiliza un contexto relacionado con la vida cotidiana: un consorcio de empresas de productos de limpieza que lanza una campaña escolar en la cual solicita colaboración a los estudiantes para desenmascarar a otra empresa rival que acaba de sacar al mercado un detergente muy eficaz llamado Limpics. Para ayudar a los estudiantes en la planificación de la investigación se les proporcionan unas tarjetas de colores con unas cuestiones. Las respuestas a dichas cuestiones, ordenadas de una forma determinada, constituirían la planificación de la investigación. Se analizan los diseños (producciones escritas) elaborados por los estudiantes (N=20) según su contenido y adecuación para resolver la investigación planteada. Los resultados principales muestran que las respuestas de los estudiantes son escuetas y poco precisas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper presents a task designed to introduce 9th grade students (14-15 years old) to planning investigations in the Chemistry laboratory. We used a context related to everyday life: an enterprise committee has just launched a campaign in schools in which they ask students to help them to unmask another who has announced a very efficient detergent called Limpics. To help students in planning the investigation, they were provided with coloured cards containing some questions. Their answers to these questions following a particular order will compose the planning. The analysis consists of examining students&#8217; written designs (N = 20) depending on their content and adequacy to solve the investigation. The main results point to short and little precise designs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Diseño]]></kwd>
<kwd lng="es"><![CDATA[Investigación]]></kwd>
<kwd lng="es"><![CDATA[Laboratorio]]></kwd>
<kwd lng="es"><![CDATA[Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Química]]></kwd>
<kwd lng="en"><![CDATA[Planning]]></kwd>
<kwd lng="en"><![CDATA[Investigation]]></kwd>
<kwd lng="en"><![CDATA[Laboratory]]></kwd>
<kwd lng="en"><![CDATA[Secondary]]></kwd>
<kwd lng="en"><![CDATA[Chemistry]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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