<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802022000100026</article-id>
<article-id pub-id-type="doi">10.32870/ap.v14n1.2147</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[TPACK: innovación en la enseñanza de química durante la pandemia covid-19 en alumnado de bachillerato]]></article-title>
<article-title xml:lang="en"><![CDATA[TPACK: Innovation in the teaching of chemistry during the Covid-19 pandemic in high school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Becerril Morales]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza González]]></surname>
<given-names><![CDATA[Brenda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma del Estado de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>26</fpage>
<lpage>51</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802022000100026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802022000100026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802022000100026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La instrucción con herramientas tecnológicas en línea durante la pandemia provocada por la covid-19 fue la principal alternativa debido a las restricciones en todo el mundo, y su inserción requirió de modelos que las hicieran más eficientes. El objetivo de esta investigación fue conocer la eficacia del modelo TPACK haciendo uso de las TIC en el proceso de enseñanza-aprendizaje de la asignatura Química II en nivel medio superior, durante la contingencia. Fue un estudio cuasi-experimental con diseño A-B-A, en el que participaron 152 estudiantes de cuarto semestre de bachillerato de una institución pública, distribuidos en cuatro grupos experimentales a los que se les aplicó un programa educativo. Se diseñaron tres pruebas que fueron validadas mediante juicio de expertos, con &#945; = .91, .92 y .93, además de que se aplicaron como pre y posprueba. El programa educativo se desarrolló en el modelo TPACK, con apoyo de las TIC. Los datos se analizaron a través del contraste t de student y mostraron una mejora en el rendimiento del alumnado participante después de la intervención. Se generó un diseño innovador de instrucción con el modelo TPACK, que demostró su eficacia en la inserción de la tecnología para la enseñanza que puede generalizarse a la instrucción de otros temas de química en bachillerato.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Education with online tech tools during the pandemic caused by covid-19 was the principal alternative due the restrictions worldwide, and its insertion required models that made them more efficient. The aim of this research was to know the effectiveness of the TPACK model making use of ICT in the teaching-learning process of the subject Chemistry II in upper middle level, during the contingency. It was a quasi-experimental study with A-B-A design, involving 152 fourthsemester high school students from a public institution, distributed into four experimental groups in which an educational program was implemented. Three tests were designed and validated by expert judgement, with &#945; = .91, .92 and .93, and were applied as a pre- and posttest. The educational program was developed in the TPACK model, using ICT. The data were analyzed through the student&#8217;s t-test and showed improved performance of the participating students after the intervention. An innovative design of instruction was generated with the TPACK model, which demonstrated its effectiveness for the insertion of technology for teaching that can be generalized to the instruction of other chemistry topics in high school.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Innovación educacional]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[química orgánica]]></kwd>
<kwd lng="es"><![CDATA[TPACK]]></kwd>
<kwd lng="en"><![CDATA[Educational innovation]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[organic chemistry]]></kwd>
<kwd lng="en"><![CDATA[TPACK]]></kwd>
</kwd-group>
</article-meta>
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