<?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>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2019000300079</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2019.3.69402</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación y aprendizaje basado en habilidades de pensamiento en un curso de laboratorio de química general]]></article-title>
<article-title xml:lang="en"><![CDATA[Students´ Learning and assessment based on thinking skills in a chemistry laboratory as a learning environment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes-Cárdenas]]></surname>
<given-names><![CDATA[Flor de María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cafaggi Lemus]]></surname>
<given-names><![CDATA[Carlos Eugenio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llano Lomas]]></surname>
<given-names><![CDATA[Mercedes Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Química ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>30</volume>
<numero>3</numero>
<fpage>79</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2019000300079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2019000300079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2019000300079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta un instrumento de aprendizaje y evaluación para contextos educativos en el laboratorio de química, como un ejemplo específico de las habilidades de pensamiento requeridas dentro de este tipo de entornos. En este documento se despliega una reflexión de las aportaciones de diversos investigadores, en las que se explicitan los tipos de pensamiento (orden inferior POI, orden superior POS y químico PQ) y, como contribución importante, se vinculan de forma lógica y con una propuesta integral los tipos de pensamiento, el desarrollo de las habilidades de pensamiento y las habilidades específicas para el Laboratorio de Química General que se busca desarrollar en los estudiantes. Hay una relación directa entre el conjunto de habilidades de pensamiento y el tipo de pensamiento en el que inciden, por lo anterior, al desarrollar o evaluar las habilidades, también se obtiene información sobre el nivel de desarrollo de cada tipo de pensamiento. El instrumento que se presenta, el Inventario de Habilidades para el Trabajo en Laboratorio de Química, permite una vinculación entre la guía del aprendizaje del estudiante, la estrategia didáctica, la aproximación al conocimiento y, por lo tanto, el diseño de las evaluaciones de los estudiantes. Esta propuesta es útil para planificar actividades educativas que fomentan el desarrollo de los tipos de pensamiento: Pensamiento de Orden Inferior, Pensamiento de Orden Superior y Pensamiento Químico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Chemistry laboratories in science education are an excellent learning environment for developing thinking skills. Some thinking skills that encourage learning and improve evaluation in chemistry labs are discussed in this article. This paper presents and compiles information from different authors and aim to explain and exemplify: Low order thinking, High order thinking, Chemical thinking and its relation to thinking skills. As an important contribution, the types of thinking, the development of the thinking skills and the specific skills for the general chemistry laboratory that students seek to develop are linked logically with an integral proposal. As an outcome, a learning and assessing tool &#8220;Inventory of thinking skills in the chemistry laboratory&#8221; presents the relationship between these types of thinking and the thinking skills. This tool helps to identify concrete skills and direct the experimental work into the development of cognitive abilities. There is a direct relationship between the set of thinking skills and the type of thinking in which they affect, for the above, when developing or evaluating skills, it is possible to obtain information about the level of development of each type of thinking.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Habilidades de pensamiento]]></kwd>
<kwd lng="es"><![CDATA[tipos de pensamiento]]></kwd>
<kwd lng="es"><![CDATA[pensamiento químico]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de la química]]></kwd>
<kwd lng="en"><![CDATA[cognitive skills]]></kwd>
<kwd lng="en"><![CDATA[thinking skills]]></kwd>
<kwd lng="en"><![CDATA[chemistry lab]]></kwd>
<kwd lng="en"><![CDATA[chemistry education]]></kwd>
<kwd lng="en"><![CDATA[chemical reaction]]></kwd>
</kwd-group>
</article-meta>
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