<?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>S0187-893X2023000400050</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2023.4.83705</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Laboratorio Creador 3D: una propuesta para enseñar, aprender y disfrutar de ciencias químicas con impresión en tres dimensiones]]></article-title>
<article-title xml:lang="en"><![CDATA[3D Creator Laboratory: A proposal to teach, learn and enjoy chemical sciences with threedimensional printing]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia Elizondo]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz Bautista]]></surname>
<given-names><![CDATA[Angel Tlacaelel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pompa Mansilla]]></surname>
<given-names><![CDATA[Maura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gimeno]]></surname>
<given-names><![CDATA[Miquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia-Arrazola]]></surname>
<given-names><![CDATA[Roeb]]></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 Departamento de Alimentos y Biotecnología]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Coordinación de Universidad Abierta, Innovación Educativa y Educación a Distancia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>34</volume>
<numero>4</numero>
<fpage>50</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2023000400050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2023000400050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2023000400050&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo documenta la instalación, arranque y prueba piloto de un laboratorio de impresión 3D para desarrollar competencias en Ciencia, Tecnología, Ingeniería y Matemáticas (en inglés siglas STEM) y fortalecer la autoeficacia en estudiantes de carreras en ciencias químicas. La autoeficacia describe la creencia de una persona en su capacidad para tener éxito en una situación concreta, incluyendo el aprendizaje. Un laboratorio creador 3D es un espacio de fabricación digital de prototipos impresos en tres dimensiones que pueden materializar conceptos químicos intangibles. Consecuentemente, es un espacio que coadyuva al estudiante a construir un aprendizaje significativo y sensorialmente enriquecido al diseñar, crear, ver y manipular impresiones dentro de un ambiente de enseñanza dirigido por un profesor. El impacto de la experiencia por el laboratorio creador 3D se midió cualitativamente a través de un cuestionario validado internacionalmente sobre la confianza en habilidades STEM. La prueba se realizó antes y después de una experiencia vivencial de impresión 3D en estudiantes de tercer semestre de un laboratorio académico y en estudiantes de séptimo semestre de una asignatura teórica. Los resultados indican una mejora en la autoeficacia de competencias STEM del 60±5% y del 10±6% para el laboratorio académico y la asignatura teórica, respectivamente. En conclusión, los procesos de enseñanza y aprendizaje de la química en un laboratorio de creación 3D observaron una experiencia significativa que permitió disfrutar y fortalecer la confianza en la autogestión del conocimiento para los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article documents the installation, start-up and pilot testing of a 3D printing laboratory to develop competencies in Science, Technology, Engineering and Mathematics (STEM) and strengthen &#8220;selfefficacy&#8221; in students of careers in chemical sciences. &#8220;Self-efficacy&#8221; describes a person&#8217;s belief in their ability to succeed in a particular situation, including learning. A makers laboratory 3D is a digital fabrication space for three-dimensions printed prototypes that can materialize intangible chemical concepts. Consequently, it is a space that helps students to build meaningful experiences through sensoryenriched lessons by designing, creating, viewing and manipulating prints within a teacher-directed learning environment. The impact of the Makers 3D Lab´s experience was measured qualitatively through an internationally validated questionnaire on confidence in STEM skills. The test was performed before and after an experiential 3D printing experience in thirdsemester students of an academic laboratory and in seventh semester students of a theoretical course. Results showed an improvement in the self-efficacy of STEM competencies of 60±5% and 10±6% for the academic laboratory and the theoretical subject, respectively. In conclusion, the processes of teaching and learning chemistry in a Makers 3D Lab observed a meaningful experience that allowed to enjoy and strengthen the confidence in self-management of knowledge for the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Laboratorio de impresión 3D]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[procesos de enseñanza y aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[ciencias químicas]]></kwd>
<kwd lng="en"><![CDATA[Makers space]]></kwd>
<kwd lng="en"><![CDATA[3D print]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[processes of teaching and learning]]></kwd>
<kwd lng="en"><![CDATA[chemical sciences]]></kwd>
</kwd-group>
</article-meta>
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