<?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>S0187-893X2019000300064</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2019.3.68493</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação da aplicação da metodologia aprendizagem baseada em problemas na disciplina de tecnologia da informação e comunicação no ensino de química]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of the application of the methodology problem-basead learning in the discipline of information technology and communication in chemistry teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Ivoneide Mendes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lins]]></surname>
<given-names><![CDATA[Walquíria Castelo Branco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leão]]></surname>
<given-names><![CDATA[Marcelo Brito Carneiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFPE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UFRPE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>30</volume>
<numero>3</numero>
<fpage>64</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2019000300064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2019000300064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2019000300064&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumen Este trabalho avalia a aplicação da metodologia Aprendizagem Baseada em Problemas (PBL) na disciplina de Tecnologia da Informação e Comunicação no Ensino de Química (TICEQ) de uma universidade pública brasileira, no intuito de analisar se a mesma proporciona aos estudantes um processo formativo mais crítico quanto às discussões sobre a integração das TIC no ensino de Química. Os participantes da pesquisa foram 16 estudantes do curso de licenciatura em química, devidamente matriculados na disciplina. A metodologia utilizada foi qualitativa, utilizando dois instrumentos: observação, utilizando a técnica da videogravação, e a coleta de documentos. Os resultados apontam que a implementação da PBL favoreceu uma melhor reflexão quanto à inserção das TIC no ensino de Química, como também incentivou que os estudantes refletissem sobre sua futura prática docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work evaluate the application of the Problem Based Learning (PBL) methodology in the discipline of Information and Communication Technology in the Chemistry Teaching (TICEQ) of a brazilian public university, in order to analyze if it provides students with a more critical training process regarding the discussions on the integration of ICT in teaching Chemistry. The research participants were 16 undergraduate students in chemistry, duly enrolled in the discipline. The methodology used was qualitative, using two instruments: observation, using the video recording technique, and the collection of documents. The results indicate that the implementation of the PBL favored a better reflection on the insertion of ICT in the teaching of Chemistry, as well as encouraging students to reflect on their future teaching practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia da Informação e Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Química]]></kwd>
<kwd lng="pt"><![CDATA[Competência Tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technology]]></kwd>
<kwd lng="en"><![CDATA[Teaching Chemistry]]></kwd>
<kwd lng="en"><![CDATA[Technological Competence]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
</kwd-group>
</article-meta>
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