<?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>S0187-893X2023000300102</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2023.3.83078</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[A training action for chemistry and science teachers: contribution of problem-solving activities to inclusive education]]></article-title>
<article-title xml:lang="es"><![CDATA[Una acción de formación para profesores de química y ciencias: contribución de las actividades de resolución de problemas a la educación inclusiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Franciane Silva Cruz de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Camila Greff]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Su]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>34</volume>
<numero>3</numero>
<fpage>102</fpage>
<lpage>117</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2023000300102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2023000300102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2023000300102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work analyzes the contributions of a teacher training action to the acquisition or improvement of knowledge concerning the principles of inclusive education, assisted by use of the problem-solving (PS) methodology. The training action was conducted with 32 subjects, including undergraduates from the Chemistry and Biological Sciences courses at a Brazilian federal public university, together with teachers of Chemistry and Biology at state schools in Porto Alegre (Rio Grande do Sul, Brazil). Data were collected using questionnaires and field diaries. The present article discusses two main categories that emerged from triangulation of the data: (i) conceptions about inclusive education, and (ii) experiences and potential of PS. The findings showed that the training course activities contributed to the professional development of the participants, using a strategy where the principles of inclusive education were associated with study of an investigative approach to teaching and learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo analiza las contribuciones de una acción de formación docente a la adquisición o mejora de conocimientos sobre los principios de la educación inclusiva, asistida por el uso de la metodología de resolución de problemas (RP). La acción formativa se realizó con 32 sujetos, incluidos estudiantes de grado de las carreras de Química y Ciencias Biológicas de una universidad pública federal brasileña, junto con profesores de Química y Biología de escuelas estaduales de Porto Alegre (Río Grande do Sul, Brasil). Los datos fueron recolectados mediante cuestionarios y diarios de campo. El presente artículo discute dos categorías principales que surgieron de la triangulación de los datos: (i) concepciones sobre la educación inclusiva, y (ii) experiencias y potencialidades de la RP. Los hallazgos mostraron que las actividades del curso de formación contribuyeron al desarrollo profesional de los participantes, utilizando una estrategia donde los principios de la educación inclusiva se asociaron con el estudio de un enfoque investigativo de la enseñanza y el aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Desarrollo atípico]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="en"><![CDATA[Atypical development]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[problem-solving]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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