<?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>S0187-893X2018000100003</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2018.1.63692</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teaching (and Learning) Introductory Chemistry Courses in Context: A 40-Year Reflection]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñando (y Aprendiendo) Cursos de Química Introductoria en Contexto: Una Reflexión de 40 Años]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Middlecamp]]></surname>
<given-names><![CDATA[Cathy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Wisconsin  ]]></institution>
<addr-line><![CDATA[Madison WI]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>29</volume>
<numero>1</numero>
<fpage>65</fpage>
<lpage>76</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2018000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2018000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2018000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: When instructors teach chemistry using real-world contexts, they weave connections between chemistry and the large public issues of our world. They also weave connections between chemistry and the smaller &#8210; but equally significant &#8210; personal issues in the lives of their students. Teaching and learning chemistry in real world contexts is not new; rather, it is a well-established practice backed by research on how people learn. What has one college chemistry instructor (and her students) learned over the past 40 years? The answer to this question is multi-dimensional, involving teaching philosophy, learning outcomes, changing contexts, changing content, and bringing the content and the contexts together. In answering this question, this paper employs air quality and plastics as examples of two real-world contexts that can engage students in learning chemistry through the &#8220;big questions&#8221; in our world today.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Cuando los instructores enseñan química usando contextos del mundo real, tejen conexiones entre la química y los grandes problemas públicos de nuestro mundo. También tejen conexiones entre la química y los problemas personales más pequeños, pero igualmente significativos, en la vida de sus alumnos. Enseñar y aprender química en contextos del mundo real no es nuevo; más bien, es una práctica bien establecida respaldada por investigaciones sobre cómo aprenden las personas. ¿Qué ha aprendido un instructor de química de la universidad (y sus alumnos) en los últimos 40 años? La respuesta a esta pregunta es multidimensional e involucra la enseñanza de la filosofía, los resultados del aprendizaje, los contextos cambiantes, el cambio de contenido y la unión del contenido y los contextos. Al responder a esta pregunta, este documento utiliza la calidad del aire y los plásticos como ejemplos de dos contextos del mundo real que pueden involucrar a los estudiantes en el aprendizaje de la química a través de las "grandes preguntas" en nuestro mundo de hoy.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[college chemistry]]></kwd>
<kwd lng="en"><![CDATA[introductory chemistry]]></kwd>
<kwd lng="en"><![CDATA[general chemistry]]></kwd>
<kwd lng="en"><![CDATA[context]]></kwd>
<kwd lng="en"><![CDATA[real-world issues]]></kwd>
<kwd lng="en"><![CDATA[interest in chemistry]]></kwd>
<kwd lng="en"><![CDATA[relevance]]></kwd>
<kwd lng="en"><![CDATA[plastics]]></kwd>
<kwd lng="en"><![CDATA[polymers]]></kwd>
<kwd lng="en"><![CDATA[air quality]]></kwd>
<kwd lng="es"><![CDATA[química universitaria]]></kwd>
<kwd lng="es"><![CDATA[química introductoria]]></kwd>
<kwd lng="es"><![CDATA[química general]]></kwd>
<kwd lng="es"><![CDATA[problemas del mundo real]]></kwd>
<kwd lng="es"><![CDATA[interés en la química]]></kwd>
<kwd lng="es"><![CDATA[pertenencia]]></kwd>
<kwd lng="es"><![CDATA[los plásticos]]></kwd>
<kwd lng="es"><![CDATA[calidad del aire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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