<?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>S0187-893X2022000400179</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2022.4.0.80045</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Qué impulsa al profesorado a participar en actividades científicas no formales?]]></article-title>
<article-title xml:lang="en"><![CDATA[What drives in-service teachers to participate in non-formal Science activities?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martín-García]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dies Álvarez]]></surname>
<given-names><![CDATA[María Eugenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Zaragoza Departamento de Didácticas Específicas ]]></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>4</numero>
<fpage>179</fpage>
<lpage>191</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2022000400179&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2022000400179&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2022000400179&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La enseñanza no formal proporciona cada vez más recursos con los que satisfacer las necesidades tanto de profesores como de alumnos. Sin embargo, la atención dirigida por la investigación a estos contextos ha sido reducida y, quizá por ello, su potencial no está del todo explotado. Por este motivo, es imprescindible conocer qué necesita el profesorado de estos espacios y qué espera de ellos. En el presente trabajo se ha indagado en las razones que llevan al profesorado de secundaria a participar en una actividad científica no formal como es el Concurso de Cristalización en la Escuela. El análisis de las respuestas ofrecidas por los docentes a un cuestionario de preguntas abiertas ha revelado la presencia de ocho grandes categorías de respuesta que agrupan una gran variedad de motivos. Estos resultados amplían los recogidos en la bibliografía y además proporcionan un marco que permite interpretar las creencias del profesorado y comprender en mayor profundidad los motivos por los cuales deciden participar en actividades no formales. Por último, también remarcan las características del concurso mejor valoradas por los educadores permitiendo concluir que los docentes perciben el concurso como una experiencia muy enriquecedora y una herramienta formativa, que permite trabajar contenidos concretos, habilidades procedimentales y actitudes y valores de carácter científico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Non-formal science activities have become valued environments to complement and improve formal learning, as they offer broad possibilities to meet science education needs. However, their potential is not fully exploited, maybe because they have not been studied as much as more formal education. For that reason, it is necessary to get to know what teachers need and expect from non-formal environments in order to improve how they are designed. This paper describes a study which provides insight into teachers' reasons for participating in a non-formal school crystal-growing competition, named Concurso de Cristalización en la Escuela. Qualitative analysis drawn from educators' responses to an open-ended questionnaire reveals eight main categories in which their reasons to take part in the activity may be classified. These results allow researchers to interpret educator's beliefs and to gain a deeper comprehension of the different motives that drive them to take part in non-formal activities. Finally, the answers also reveal those characteristics of the contest that are more valued by the educators, providing some evidence that they consider the contest to be a highly enriching experience both for them and for their students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Cristalografía]]></kwd>
<kwd lng="es"><![CDATA[educación no formal]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las ciencias percepciones del profesorado]]></kwd>
<kwd lng="en"><![CDATA[Crystallography]]></kwd>
<kwd lng="en"><![CDATA[non-formal education]]></kwd>
<kwd lng="en"><![CDATA[science education]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; perceptions]]></kwd>
</kwd-group>
</article-meta>
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