<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662017000100235</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Retención de los conocimientos sobre el universo: estudio en alumnos españoles de 5º de educación primaria, a partir de una estrategia didáctica basada en la terminología científica]]></article-title>
<article-title xml:lang="en"><![CDATA[Retention of Knowledge about the Universe: A Study of Fifth-graders in Spain, Based on a Teaching Strategy of Scientific Terminology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco-Mariscal]]></surname>
<given-names><![CDATA[Antonio Joaquín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Flores]]></surname>
<given-names><![CDATA[Virginia María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Málaga Facultad de Ciencias de la Educación Área de Didáctica de las Ciencias Experimentales]]></institution>
<addr-line><![CDATA[Teatinos Málaga]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Málaga  ]]></institution>
<addr-line><![CDATA[ Málaga]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>72</numero>
<fpage>235</fpage>
<lpage>271</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662017000100235&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662017000100235&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662017000100235&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo general de este trabajo es analizar la retención de conocimientos sobre el universo en estudiantes españoles de 11 años, a partir de una estrategia didáctica basada en la terminología científica con seis bloques de contenidos (estrellas, planetas, planetas enanos, cuerpos celestes, satélites y exploración espacial) y tres niveles de dificultad. Para ello, se administró a los estudiantes una prueba escrita en tres momentos de la intervención (pre-test, post-test y ex post facto). Tras la puesta en práctica, se observó un incremento en la media de uso de la terminología científica de 18.5 a 43.5 usos adecuados por estudiante. Las pruebas estadísticas de McNemar y Wilcoxon sugieren avances en el aprendizaje, detectándose dificultades tales como si los planetas enanos pertenecen o no al sistema solar, el astro sobre el que orbitan dichos planetas y otros cuerpos celestes, o confusión entre protagonistas de la exploración espacial y sus aportaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The general objective of this study is to analyze the retention of knowledge of the universe among eleven-year-old students in Spain; the study is based on a teaching strategy of scientific terminology with six blocks of content (stars, planets, dwarf planets, celestial bodies, satellites, and space exploration) and three levels of difficulty. To attain this end, the students were given a written test three times during the intervention (pre-test, post-test, and ex post facto). Following implementation, an increase was observed in the average use of scientific terminology, from 18.5 to 43.5 appropriate uses per student. The statistical tests of McNemar and Wilcoxon suggest progress in learning, detecting difficulties such as the pertinence of dwarf planets in the solar system, the star around which such planets and other celestial bodies revolve, and confusion about space exploration and its contributions.]]></p></abstract>
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<kwd lng="es"><![CDATA[enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[lenguaje científico]]></kwd>
<kwd lng="es"><![CDATA[estrategias de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[problemas de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[España]]></kwd>
<kwd lng="en"><![CDATA[science teaching]]></kwd>
<kwd lng="en"><![CDATA[scientific language]]></kwd>
<kwd lng="en"><![CDATA[teaching strategies]]></kwd>
<kwd lng="en"><![CDATA[learning problems]]></kwd>
<kwd lng="en"><![CDATA[elementary education]]></kwd>
<kwd lng="en"><![CDATA[Spain]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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