<?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>S0187-893X2021000200109</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2021.2.76992</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Características de las explicaciones docentes en clases universitarias de química]]></article-title>
<article-title xml:lang="en"><![CDATA[The caractheristics of teachers explanations in university classes of chemistry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[Germán Hugo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintero]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lorenzo]]></surname>
<given-names><![CDATA[María Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Litoral Facultad de Bioquímica y Ciencias Biológicas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Río Cuarto Facultad de Ciencias Exactas, Físico-químicas y Naturales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Buenos Aires Facultad de Farmacia y Bioquímica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>32</volume>
<numero>2</numero>
<fpage>109</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2021000200109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2021000200109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2021000200109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las clases universitarias se caracterizan por ser de tipo magistral, sin embargo, quedan por describir los atributos que son propios de las explicaciones de tópicos específicos de química con la complejidad inherente a la enseñanza en este nivel. Consecuentemente, analizar los recursos en el discurso del profesorado resulta un tema clave para revisar la enseñanza universitaria de la química. Se presenta una investigación descriptiva con enfoque cualitativo de las explicaciones en clase de dos profesores de química empleando elementos del análisis del discurso, considerando los recursos utilizados, el lenguaje científico y los niveles representacionales de la química. Ambos profesores recurrieron a un material escrito y variados recursos discursivos entre los que se destacaron las experiencias imaginadas, con una alta densidad de lenguaje técnico, fuertemente anclado en el nivel macroscópico en permanente interacción con el nivel simbólico. Se propone una profundización del nivel macroscópico. Finalmente, se reflexiona sobre la importancia de la formación didáctica del profesorado universitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The university classes usually have the characteristic of being master classes, nevertheless, the attributes that are proper to the explanations of specific chemistry topics remain to be described with the complexity inherent to teaching at this level. Consequently, analyzing the resources in the teachers' discourse is a key issue to review the university teaching of chemistry. A descriptive research with qualitative approach of the explanations in class of two Argentine university professors using elements of discourse analysis is presented. Diverse teaching resources, scientific language and representational levels of chemistry were considered. Both of the professors used a written material and varied discursive resources with high density of technical language in which the imaginary experiences were outstanding. The language was settled to the macroscopic level in permanent relation with the symbolic one. A subdivision of the macroscopic level is proposed. Finally, a reflection on the importance of the didactic training of university teachers is presented.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza universitaria]]></kwd>
<kwd lng="es"><![CDATA[lenguaje químico]]></kwd>
<kwd lng="es"><![CDATA[análisis del discurso]]></kwd>
<kwd lng="es"><![CDATA[macroquímica]]></kwd>
<kwd lng="es"><![CDATA[experiencias imaginadas]]></kwd>
<kwd lng="en"><![CDATA[University teaching]]></kwd>
<kwd lng="en"><![CDATA[chemistry language]]></kwd>
<kwd lng="en"><![CDATA[discourse analysis]]></kwd>
<kwd lng="en"><![CDATA[macrochemistry]]></kwd>
<kwd lng="en"><![CDATA[imaginary experiences]]></kwd>
</kwd-group>
</article-meta>
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