<?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>S0187-893X2022000400123</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2022.4.0.81803</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprendiendo el enfoque 3D (conceptos centrales (DCI's), conceptos transversales (CCC's) y prácticas científicas (SEP's)): Una propuesta de enseñanza para la química]]></article-title>
<article-title xml:lang="en"><![CDATA[Understanding the 3D Approach (Disciplinary core ideas (DCI's), Crosscutting concepts (CCC's) and Science and engineering practices (SEP's)): A Teaching Proposal for Chemistry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valera Flores]]></surname>
<given-names><![CDATA[Rocío Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla Martínez]]></surname>
<given-names><![CDATA[Kira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Química ]]></institution>
<addr-line><![CDATA[ Ciudad de México]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Química ]]></institution>
<addr-line><![CDATA[ Ciudad de México]]></addr-line>
<country>Mexico</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>4</numero>
<fpage>123</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2022000400123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2022000400123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2022000400123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo busca ayudar, a docentes e investigadores, a comprender el enfoque tridimensional de la enseñanza de las ciencias. Esto mediante la exposición del significado e intención de cada dimensión del enfoque 3D y la propuesta de una actividad con dicho enfoque, para la enseñanza del tema de periodicidad. Se presenta un breve análisis de las diferencias que guarda el nuevo temario de Química III (propuesto en el año 2017 para la ENP) con la perspectiva 3D de la NRC. El cual, a pesar de la reducción de temas, aún conserva un enfoque tradicional en el que no se consideran las dimensiones del enfoque tridimensional (conceptos centrales (DCI's), conceptos transversales (CCC's) y prácticas científicas (SEP's)). Después de presentar y hacer un análisis comparativo, se presenta una actividad que busca mostrar cómo es posible implementar dicho enfoque 3D en las aulas de química del bachillerato. Particularmente en esta actividad se presenta a los estudiantes la situación en la que Medeleyev da orden a las tarjetas de los elementos, en este caso los elementos son ficticios, pero guardan relación con los elementos de la tabla actual. En la actividad se desarrollan, para cada dimensión, los siguientes componentes: Estructura y propiedades de la materia (DCI's); modelado (SEP's); Estructura y función, Patrones, similitud y diversidad (CCC's). La actividad es una propuesta para ser probada con estudiantes de bachillerato.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work seeks to help teachers and researchers to understand the three-dimensional approach to science teaching. This through the exposition of the meaning and intention of each dimension of the 3D approach and the proposal of an activity with said approach, for the teaching of the topic of periodicity. A brief analysis of the differences between the new Chemistry III curriculum (proposed in 2017 for the ENP) and the 3D perspective of the NRC is presented. Which, despite the reduction of topics, retains a traditional approach in which the dimensions of the three-dimensional approach (central concepts (DCI's), transversal concepts (CCC's) and scientific practices (SEP's)) are not considered. After presenting and making a comparative analysis, it is introduced an activity that seeks to show how to implement this 3D approach in the chemistry classrooms of the baccalaureate. Particularly in this activity, students are introduced to the situation in which Medeleyev put the cards of the elements in order. In this case, the elements are fictitious, but they are related to the elements of the current table. In the activity, the following components are developed for each dimension: Structure and properties of matter (DCI's); modeling (SEP's); Structure and function, Patterns, similarity, and diversity (CCC's). The activity is a proposal to be tested with high school students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza 3D]]></kwd>
<kwd lng="es"><![CDATA[Currículo Química III]]></kwd>
<kwd lng="es"><![CDATA[ENP]]></kwd>
<kwd lng="es"><![CDATA[Bachillerato]]></kwd>
<kwd lng="es"><![CDATA[Química]]></kwd>
<kwd lng="es"><![CDATA[Periodicidad]]></kwd>
<kwd lng="es"><![CDATA[Tabla periódica]]></kwd>
<kwd lng="es"><![CDATA[Mendeleyev]]></kwd>
<kwd lng="es"><![CDATA[Patrones]]></kwd>
<kwd lng="en"><![CDATA[3D learning]]></kwd>
<kwd lng="en"><![CDATA[Chemistry III curriculum]]></kwd>
<kwd lng="en"><![CDATA[ENP]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Chemistry]]></kwd>
<kwd lng="en"><![CDATA[Periodicity]]></kwd>
<kwd lng="en"><![CDATA[Periodic Table]]></kwd>
<kwd lng="en"><![CDATA[Mendeleyev]]></kwd>
<kwd lng="en"><![CDATA[Patterns]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<collab>ACS</collab>
<source><![CDATA[Guidelines and Recommendations for teaching middle and high school chemistry]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Atkins]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[El dedo de Galileo. Las diez grandes ideas de la ciencia]]></source>
<year>2004</year>
<edition>Tercera</edition>
<publisher-loc><![CDATA[Madrid, España ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Espasa Calpe, S. A.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chang]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Química]]></source>
<year>2002</year>
<edition>Septima</edition>
<page-range>6-8</page-range><publisher-name><![CDATA[Editorial McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cooper]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Posey]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Underwood]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Core Ideas and Topics: Building Up or Drilling Down?]]></article-title>
<source><![CDATA[Journal of Chemical Education]]></source>
<year>2017</year>
<volume>94</volume>
<page-range>541-8</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Science as subject matter and method]]></article-title>
<source><![CDATA[Science]]></source>
<year>1910</year>
<volume>31</volume>
<numero>787</numero>
<issue>787</issue>
<page-range>121-7</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fick]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What does three-dimensional teaching and learning look like? Examining the potential for crosscutting concepts to support the development of science knowledge]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2018</year>
<volume>102</volume>
<page-range>5-35</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Golan]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Cavera]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[DCIs, SEPs, and CCs, Oh my! Understandig the three dimensions of the NGSS]]></article-title>
<source><![CDATA[The Sicence Teacher]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gurrola]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[EPN de la UNAM: 150 años y contando otros más. Iberoamérica divulga]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Supporting three-dimensional science learning: the role of curiosity-driven classroom discourse]]></source>
<year>2017</year>
<publisher-name><![CDATA[Michigan State University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Knorr]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[La fabricación del conocimiento. Un ensayo sobre el carácter constructivista y contextual de la ciencia]]></source>
<year>2005</year>
<publisher-name><![CDATA[Universidad Nacional de Quilmes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Krajcik]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Three-Dimensional Instruction. Using a new tipe of teaching in the science classrom]]></article-title>
<source><![CDATA[The science teacher]]></source>
<year>2015</year>
<page-range>50-2</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Krajcik]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Merritt]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Engaging students in scientific practices: What does constructing and revising models look like in the science classroom? Understanding A Framework for K-12 Science Education]]></article-title>
<source><![CDATA[Science Scope]]></source>
<year>2012</year>
<volume>35</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>6-10</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<collab>National Research Council</collab>
<source><![CDATA[A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<collab>NGSS</collab>
<source><![CDATA[Smithsonian Science Education Center]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pellegrino]]></surname>
<given-names><![CDATA[J.W.]]></given-names>
</name>
<name>
<surname><![CDATA[Hilton]]></surname>
<given-names><![CDATA[M.L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Education for life and work: Developing transferable knowledge and skills in the 21st century]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[National Academies Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rivet]]></surname>
<given-names><![CDATA[A. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Weiser]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Lyu]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Rojas-Perilla]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What are crosscutting concepts in science? Four metaphorical perspectives]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Looi]]></surname>
<given-names><![CDATA[C. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Polman]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cress]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Reimann]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS)]]></source>
<year>2016</year>
<volume>2</volume>
<page-range>970-3</page-range><publisher-loc><![CDATA[Singapore ]]></publisher-loc>
<publisher-name><![CDATA[International Society of the Learning Sciences]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Talanquer]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Central Ideas in Chemistry: An Alternative Perspective]]></article-title>
<source><![CDATA[J. Chem. Educ.]]></source>
<year>2016</year>
<volume>93</volume>
<page-range>3-8</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="">
<collab>UNAM</collab>
<source><![CDATA[Escuela Nacional Preparatoria. Plan de estudios 1996. Tomo V]]></source>
<year>1997</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
