<?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>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712023000200012</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i27.1306</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El desarrollo de la alfabetización visual con el modelo 5E para el aprendizaje de las Leyes de Newton]]></article-title>
<article-title xml:lang="en"><![CDATA[Developing visual literacy with the 5E model for learning Newton&#8217;s Laws]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escobar Moreno]]></surname>
<given-names><![CDATA[Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Díaz]]></surname>
<given-names><![CDATA[Mario Humberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></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>14</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712023000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712023000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712023000200012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Nuestra asignación como profesores es usar los productos de la investigación educativa para robustecer los aprendizajes de disciplinas científicas como la física. Esta indagación tuvo como objetivo usar sistemáticamente el modelo 5E para el aprendizaje conceptual de las leyes de movimiento de Newton con estudiantes universitarios, para estimular el desarrollo de la alfabetización visual a través del uso de memes. Fue una investigación exploratoria con enfoque mixto. Los resultados sugieren que se puede tener 95% de confianza en que el intervalo de porcentaje resultante abarca el valor verdadero. Entonces, producto de la aplicación de una prueba validada, el porcentaje de la población total (1,590) de alumnos de la ESIQIE (México) de primer semestre del ciclo escolar agosto-diciembre 2021, que eventualmente no tienen conocimiento básico de las leyes de movimiento de Newton, está entre 92.26% y 77.74%. Y como resultado de esta propuesta didáctica, al menos 22.62% de la muestra tiende a desarrollar conocimiento profundo sobre estas leyes y una competencia de alfabetización visual avanzada, ya que tienen capacidad para comprender y aplicar conceptos retóricos visuales. Se concluye que el aprendizaje de las leyes de movimiento de Newton adquirido por los estudiantes está ligado a la ejecución del modelo 5E y al desarrollo de la alfabetización visual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Our task as teachers is to use the products of educational research to strengthen learning in scientific disciplines, such as physics. This exploratory research with a combined approach aimed to systematically use the 5E model for the conceptual learning of Newton's laws of motion with university students, to stimulate the development of visual literacy, through the use of memes. The results suggest that we may be 95% confident that the resulting percentage interval encompasses the true value. Therefore, as the result of a validated test, the percentage of the total population (1590) of ESIQIE students in the first semester of the August-December 2021 school year who, eventually, do not have basic knowledge of Newton's laws of motion is between 92.26 % and 77.74%. And, as a result of this didactic proposal, at least 22.62% of the sample of students tend to develop in-depth knowledge of Newton's laws of motion and advanced visual literacy skills, since they have the ability to understand and apply rhetorical visual concepts. We concluded that the learning about Newton&#8217;s laws of motion acquired by students is linked to the execution of the 5E model and the development of visual literacy.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[alfabetización visual]]></kwd>
<kwd lng="es"><![CDATA[mecánica newtoniana]]></kwd>
<kwd lng="es"><![CDATA[auxiliares de aprendizaje en internet]]></kwd>
<kwd lng="es"><![CDATA[modelo 5E]]></kwd>
<kwd lng="en"><![CDATA[visual literacy]]></kwd>
<kwd lng="en"><![CDATA[Newtonian mechanics]]></kwd>
<kwd lng="en"><![CDATA[internet learning aids]]></kwd>
<kwd lng="en"><![CDATA[model 5E]]></kwd>
</kwd-group>
</article-meta>
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