<?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>S2007-21712023000200013</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i27.1300</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transferencia del aprendizaje en actividades de textos escolares de séptimo y octavo grados de Ciencias Naturales]]></article-title>
<article-title xml:lang="en"><![CDATA[Transfer of learning in seventh and eighth grade textbook Natural Sciences activities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sepúlveda Obreque]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintana Püschel]]></surname>
<given-names><![CDATA[Magaly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalobos Clavería]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Concepción Departamento de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</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=S2007-21712023000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712023000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712023000200013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El estudio se hizo en torno a la transferencia del aprendizaje. Su objetivo fue determinar el nivel de promoción de la transferencia en las actividades declaradas en los textos escolares chilenos de séptimo y octavo año en Ciencias Naturales, el año 2021. El tipo de investigación es descriptivo y, mediante múltiples métodos, se integran elementos cuantitativos y cualitativos para dar respuesta al propósito del trabajo. La unidad de estudio fueron los libros de textos escolares. La recolección y análisis de datos se realizó en función del modelo de transferencia del aprendizaje. En las actividades educativas, mayoritariamente se observó la presencia del nivel intracontextual, el más sencillo. Esto implica que la transferencia ocurre dentro de los límites del mismo contexto y el subnivel más frecuente es el denominado 0, que significa aplicar lo que se aprende en un medio no muy diferente. En cambio, la transferencia de nivel intercontextual, la más compleja, definida como aquella que ocurre entre diferentes contextos, representa una fracción mínima en las actividades. Se concluye que las actividades declaradas en los textos escolares de Ciencias Naturales debieran promover la transferencia de aprendizajes equivalentes a las que promueven las actividades desarrolladas en el aula, y otros donde se utilice la transferencia de aprendizajes cuyos contextos se diferencien sustancialmente de los movilizados en la clase, lo que permitirá hacer transitar el aprendizaje de los estudiantes desde la transferencia no específica a la transferencia creativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The study was done around the transfer of learning. Its objective was to determine the level of promotion of transfer in the activities stated in the Chilean school textbooks, for the seventh and eighth years in Natural Sciences, in 2021. The type of research was descriptive and through multi-methods, quantitative and qualitative elements were integrated to respond to the purpose of the work. The unit of study was school textbooks. Data collection and analysis were carried out according to the transfer of learning model proposed by Haskell (2001). In the educational activities, the presence of the intracontextual level, the simplest one, was mostly observed; this implies that the transfer occurs within the limits of the same context, and the most frequent sub-level is the so-called &#8220;context transfer&#8221; which means applying what is learned in a context that is not very different. In contrast, the more complex intercontextual level transfer, defined as transfer that occurs between different contexts, represents a minimal fraction of the activities. It is concluded that the activities declared in the Natural Sciences textbooks should promote the transfer of learning equivalent to that developed in the classroom, and, where the transfer of learning is used whose contexts, texts differ substantially from those mobilized in the classroom, which will allow students&#8217; learning to move from non-specific transfer to creative transfer.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ciencias Naturales]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[textos escolares]]></kwd>
<kwd lng="es"><![CDATA[transferencia del aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Natural Sciences]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[school textbooks]]></kwd>
<kwd lng="en"><![CDATA[transfer of learning]]></kwd>
</kwd-group>
</article-meta>
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<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning and Transfer in Subject-Matter Learning: a Problem-Solving Model]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year>1987</year>
<numero>11</numero>
<issue>11</issue>
<page-range>607-22</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
