<?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>S0187-893X2024000400108</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2024.4.86704</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Peer instruction in chemistry classes: systematic review on contributions and possibilities]]></article-title>
<article-title xml:lang="es"><![CDATA[Peer Instruction en clases de química: revisión sistemática sobre contribuciones y posibilidades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Griebeler]]></surname>
<given-names><![CDATA[Cassiana Herzer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pazinato]]></surname>
<given-names><![CDATA[Maurícius Selvero]]></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[ ]]></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>4</numero>
<fpage>108</fpage>
<lpage>126</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2024000400108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2024000400108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2024000400108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work provides a mapping of studies concerning Peer Instruction (PI) in the teaching of chemistry. To this end, a systematic review was undertaken of how PI has been implemented and investigated in chemistry classes, as well as the impact of PI on the learning outcomes of students. The review covers the period from 1991 to 2022. The reported studies were mainly conducted at higher education institutions, at public universities in England, Turkey, the USA, and Brazil. In chemistry courses, the PI method was implemented in subareas such as general chemistry, physical chemistry, and analytical chemistry. Some studies adapted PI to online courses, while others compared different types of peer groups and investigated the influence of different factors on PI, such as pre-class reading and showing live voting results. The effectiveness of PI varied depending on the way it was implemented, such as in peer grouping, online activities, or presential classes. The outcomes of PI in chemistry classes have mainly been monitored by means of the perceptions of the students, with performance in answering conceptual questions frequently being used as an assessment tool. This review found only a few studies concerning PI in chemistry, particularly in high school chemistry classes. Additionally, pre-class activities were not widely employed. Most of the articles utilized quantitative analysis and indicated positive outcomes for the learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo es mapear estudios sobre Instrucción entre Pares en la Enseñanza de la Química. Para esto, desarrollamos una revisión sistemática de cómo se ha implementado e investigado la Peer Instruction (Instrucción entre Pares - IP) en clases de Química, así como el impacto de la IP en los resultados de aprendizaje de los estudiantes en ese contexto. Nuestro objetivo es apoyar a los profesores de química en la elección de utilizar la IP y promover su implementación basada en evidencia. La revisión abarca el período desde 1991 hasta 2022. Los estudios se llevaron a cabo principalmente en instituciones de educación superior, en universidades públicas de Inglaterra, Turquía, Estados Unidos y Brasil. La IP se implementó en cursos de Química, como en los subcampos de Química General, Química Física y Química Analítica. Algunos estudios adaptaron la IP a cursos en línea, mientras que otros compararon diferentes tipos de grupos de pares e investigaron la influencia de diferentes factores en la IP, como la lectura previa a la clase y la presentación de los resultados de votación en vivo. La efectividad de la IP varió según la forma en que se implementó, como la agrupación de pares, clases en línea o presenciales. Los resultados de la IP en las clases de química se han monitorizado principalmente a través de la percepción de los estudiantes, y el rendimiento en preguntas conceptuales se utiliza con frecuencia como herramienta de evaluación. Esta revisión encontró un pequeño número de estudios sobre la IP en química, especialmente en clases de química de secundaria. Además, las actividades previas a la clase no se emplean ampliamente. La mayoría de los artículos utilizaron análisis cuantitativos e indican resultados positivos para el proceso de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[metodología activa]]></kwd>
<kwd lng="es"><![CDATA[educación química]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la química]]></kwd>
<kwd lng="es"><![CDATA[métodos interactivos]]></kwd>
<kwd lng="en"><![CDATA[active methodology]]></kwd>
<kwd lng="en"><![CDATA[chemical education]]></kwd>
<kwd lng="en"><![CDATA[chemistry teaching]]></kwd>
<kwd lng="en"><![CDATA[interactive methods]]></kwd>
</kwd-group>
</article-meta>
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