<?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>S0187-893X2024000100013</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2024.1.85647</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Software educativo en la supervisión de la Química Inorgánica II]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational software in the monitoring of Inorganic Chemistry II]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Antônio Rony da Silva Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>13</fpage>
<lpage>26</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2024000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2024000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2024000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Química, considerada una ciencia abstracta y desafiante para muchos estudiantes, requiere el uso de esquemas y representaciones. Ante esta dificultad, las Tecnologías de la Información y la Comunicación (TIC) se presentan como una alternativa para enriquecer la enseñanza, introduciendo mecanismos interactivos en el aula. Este estudio, realizado durante 10 meses en la Universidad Estatal de Ceará, Brasil, evaluó la eficacia de los programas PhET y MolView en la enseñanza de Química Inorgánica II, dentro del Programa de Supervisión Académica. Ambos grupos utilizaron los programas, y mediante prepruebas, pruebas y cuestionarios se recopilaron datos para evaluar la viabilidad de los programas. Se observó que la tasa de éxito de ambos grupos mejoró satisfactoriamente, y los estudiantes destacaron que los programas no solo facilitaron la comprensión de Química Inorgánica II, sino que también aplicaron la tecnología en otras disciplinas. Estos resultados sugieren que la integración de TIC en la enseñanza de la Química puede mejorar la comprensión y aplicabilidad de los conceptos, generando un impacto positivo en la experiencia de aprendizaje de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Chemistry is often viewed as an abstract science, making it challenging students to grasp its concepts without visual aids. Information and Communication Technologies (ICT) offer a solution by introducing interactive tools to the classroom. This study, conducted over 10 months at the State University of Ceará, Brazil, evaluated the effectiveness of PhET and MolView software in teaching Inorganic Chemistry II within the Academic Monitoring Program. Both software applications were employed, and pre- tests, tests, and questionnaires were used for data collection. Results showed a significant improvement in the success rates of both groups, indicating enhanced understanding of Inorganic Chemistry II. Students reported that the software not only aided comprehension but also found applications in other disciplines. The findings underscore the potential of ICT in making complex subjects more accessible, suggesting that integrating such tools into Chemistry education can foster better understanding and engagement among students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de la química]]></kwd>
<kwd lng="es"><![CDATA[supervisión]]></kwd>
<kwd lng="es"><![CDATA[software educativo]]></kwd>
<kwd lng="en"><![CDATA[Chemistry teaching]]></kwd>
<kwd lng="en"><![CDATA[Monitoring]]></kwd>
<kwd lng="en"><![CDATA[Educational software]]></kwd>
</kwd-group>
</article-meta>
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<surname><![CDATA[Zambrano]]></surname>
<given-names><![CDATA[R.W.G.]]></given-names>
</name>
<name>
<surname><![CDATA[Giler]]></surname>
<given-names><![CDATA[F.E.S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fortalecimiento teórico-práctico de la enseñanza de la Química mediante la aplicación de simuladores virtuales a los estudiantes de 2do año de Bachillerato de la Unidad Educativa Técnico Uruguay de la ciudad de Portoviejo de la provincia de Manabí]]></article-title>
<source><![CDATA[Revista Cognosis]]></source>
<year>2021</year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>71-92</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
