<?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>S0187-893X2021000400034</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2021.5.78699</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Students&#8217; cognitive structures about the copper cycle]]></article-title>
<article-title xml:lang="es"><![CDATA[Estructuras cognitivas de los estudiantes sobre el ciclo del cobre]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Iva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baptista]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arroio]]></surname>
<given-names><![CDATA[Agnaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>32</volume>
<numero>4</numero>
<fpage>34</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2021000400034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2021000400034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2021000400034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The copper cycle is one of the experimental activities implemented in Chemistry courses and allows students to explore concepts related to the principle of mass conservation and chemical reactions. Therefore, it is important to understand students&#8217; preconceptions and initial difficulties in order to implement teaching-learning strategies that allow students to overcome them. In this sense, it was aimed to assess the development of students&#8217; cognitive structures (CS), regarding the copper cycle, after a sequence of inquiry-based learning (IBL) lessons. The participants were 43 students from a secondary Portuguese school, who attended the 12th grade. The assessment of students&#8217; CS was carried out by applying a Word Association Test (WAT), in a pretest-posttest design. Additionally, students were asked to write sentences that included the associated words. The data obtained from the WAT were used to construct the maps of students&#8217; CS, and this allowed the characterization of students&#8217; CS in two different moments, and the evaluation of their development concerning the copper cycle. This study illustrates the use of a WAT as a suitable instrument to elucidate about students&#8217; CS and its appropriateness to investigate students&#8217; conceptions, difficulties and learning achievements.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El ciclo del cobre es una de las actividades experimentales implementadas en los cursos de Química y permite a los estudiantes explorar conceptos relacionados con el principio de conservación de masas y reacciones químicas. Por lo tanto, es importante comprender los preconceptos y las dificultades iniciales de los estudiantes para poder implementar estrategias de enseñanza- aprendizaje que les permitan superarlas. Así, se tuvo como objetivo evaluar el desarrollo de las estructuras cognitivas (EC) de los estudiantes, respecto al ciclo del cobre, después de una secuencia de clases basadas en la investigación. Han participado 43 estudiantes (12° año) de una escuela secundaria portuguesa. La evaluación de las EC de los estudiantes se realizó mediante un Word Association Test (WAT), en un diseño pretest-postest. Además, se pidió a los estudiantes que escribieran oraciones que incluían las palabras asociadas. Los datos obtenidos se utilizaron para construir los mapas de las EC de los estudiantes, para caracterizarlas en dos momentos diferentes, y para evaluar su desarrollo. Este estudio ilustra el uso de un WAT como un instrumento adecuado para elucidar sobre las EC de los estudiantes y su capacidad para investigar las concepciones, las dificultades y los resultados de aprendizaje de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estructuras cognitivas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[Educación Química]]></kwd>
<kwd lng="es"><![CDATA[Word Association Test]]></kwd>
<kwd lng="es"><![CDATA[Inquiry-based Learning]]></kwd>
<kwd lng="en"><![CDATA[Cognitive Structures]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[Chemistry Education]]></kwd>
<kwd lng="en"><![CDATA[Word Association Test]]></kwd>
<kwd lng="en"><![CDATA[Inquiry-based Learning]]></kwd>
</kwd-group>
</article-meta>
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