<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2023000100369</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2023.53.1.529</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experimentos en clases de ciencias: transacciones de significado en un grupo de trabajo colaborativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Experiments in Science Classes: Transactions of Meaning in a Collaborative Work Group]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dyszel]]></surname>
<given-names><![CDATA[Facundo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza]]></surname>
<given-names><![CDATA[Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acevedo]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<numero>1</numero>
<fpage>369</fpage>
<lpage>395</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2023000100369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2023000100369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2023000100369&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo estudiamos cómo se movilizó el sentido para proponer un experimento que dio inicio a una secuencia didáctica sobre la luz. Ésta fue elaborada en un grupo de trabajo donde colaboraron docentes con investigadoras y fue implementada en diferentes aulas de primaria de un programa socioeducativo de Buenos Aires. Interesa explorar la potencialidad de esta modalidad colaborativa para propiciar la construcción de conocimiento didáctico. Se trata de un estudio de caso donde analizamos las interacciones entre las diferentes posturas de los integrantes cuando codiseñaron, implementaron y analizaron la secuencia. Identificamos que, al inicio, las discusiones del grupo estuvieron enfocadas en aspectos materiales de la planificación, pero, luego, la reflexión compartida sobre las escenas de aula posibilitó repensar las intervenciones docentes, las ideas de los alumnos y la evaluación de alternativas sobre cómo convocarlos, lo que motivó modificaciones en nuevas implementaciones y redefiniciones sobre los sentidos para proponer el experimento. Por último, pudimos comprender algunas razones que obstaculizan la aproximación de los docentes a las producciones de la investigación académica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, we study how the intentionality to propose an experimental situation in a science lesson was mobilized. This situation initiated a didactic sequence about light that was implemented in different elementary classrooms (belonging to a socio-educational program from the City of Buenos Aires) and was conceived in a working group where teachers and researchers collaborate. We aim to explore the potentiality of this collaborative modality to promote the construction of ideas on teaching and learning science. We present a case study and we focus on the interactions between the different positions of the collaborative group members as they were involved in the co-design, implementation, and analysis of the sequence. We identified that, initially, the group discussions were centered on the material aspects of the lesson design; but, after the first implementations, the shared reflection about the classroom scenes made it possible to problematize the teachers&#8217; interventions, the interpretation of the students&#8217; ideas and the assessment of alternatives on how to promote student engagement. This motivated modifications in further implementations and redefinitions of the purpose to present the experiment in class. Finally, we were able to understand some reasons that obstruct teachers&#8217; engagement with academic research proposals.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[relación investigación-docencia]]></kwd>
<kwd lng="es"><![CDATA[trabajo colaborativo]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[experimentación]]></kwd>
<kwd lng="en"><![CDATA[teacher researcher relationship]]></kwd>
<kwd lng="en"><![CDATA[collaborative work]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[science education]]></kwd>
<kwd lng="en"><![CDATA[science experiments]]></kwd>
</kwd-group>
</article-meta>
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