<?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>S0187-893X2022000100127</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2022.1.79316</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Representando las disoluciones en el contexto de las bebidas gaseosas]]></article-title>
<article-title xml:lang="en"><![CDATA[Representing solutions in fizzy drinks context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cañero-Arias]]></surname>
<given-names><![CDATA[Joaquín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blanco-López]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliva Martínez]]></surname>
<given-names><![CDATA[José María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Málaga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Cádiz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>33</volume>
<numero>1</numero>
<fpage>127</fpage>
<lpage>139</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2022000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2022000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2022000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las disoluciones constituyen un núcleo conceptual importante para el aprendizaje de la química. Además, su estudio contextualizado desde la realidad próxima al alumnado, y a través de prácticas de modelización, puede ayudarlos a mejorar el interés por la química. Es por ello que, hemos elegido las bebidas gaseosas como contexto para estudiar las disoluciones en el aula, dentro del marco de una investigación que ensaya, implementa y evalúa una unidad didáctica (UD) que combina estrategias de contextualización y modelización. En concreto, en este artículo se pretende caracterizar las representaciones finales que utilizan estudiantes de 15 años, con objeto de detectar dificultades y obstáculos a tener en cuenta para mejorar dicha unidad. Los resultados obtenidos muestran la necesidad de mejorar el desempeño del alumnado para representar, a nivel submicroscópico, los ingredientes constituyentes, particularmente del agua y del dióxido de carbono en la disolución, e intensificar las conexiones existentes entre las representaciones a este nivel y las propiedades de la disolución. Los resultados también proporcionan un indicador del potencial y de las limitaciones de la UD empleada para favorecer la construcción en los estudiantes de un modelo de la disolución acorde con el de la ciencia escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Chemical solutions constitute an important core concept for chemistry learning. In addition, its contextualized study looked from the students&#8217; daily-life and through modeling practices can help to improve student interest in chemistry. This is the reason why we have chosen carbonated soft drinks as a context to teach and learn chemistry solutions in the classroom at the core of a research that tests, implements and assesses a teachinglearning unit, which combines contextualization and modeling approaches. Specifically, this article aims to characterize the final representations used by 15-year-old students, in order to detect difficulties and obstacles to take into account to improve the teaching-learning unit. The results obtained show the need of improvement of the students&#8217; performance to represent at submicroscopic level the constituent ingredients, especially in the case of water and carbon dioxide and to intensify the existing connections among the components representations at that level and the properties of the solution. Moreover, the results also provide an indicator about the potential and the limitations of the teaching-learning unit utilized to foster students´ building of a model of solution accordingly with school science.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Disoluciones]]></kwd>
<kwd lng="es"><![CDATA[modelización]]></kwd>
<kwd lng="es"><![CDATA[contextualización]]></kwd>
<kwd lng="es"><![CDATA[bebidas gaseosas]]></kwd>
<kwd lng="en"><![CDATA[Chemical solutions]]></kwd>
<kwd lng="en"><![CDATA[modeling]]></kwd>
<kwd lng="en"><![CDATA[context-based learning]]></kwd>
<kwd lng="en"><![CDATA[fizzy drinks]]></kwd>
</kwd-group>
</article-meta>
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