<?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>S0187-893X2021000400142</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2021.5.78412</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aula invertida y trabajo colaborativo en Química]]></article-title>
<article-title xml:lang="en"><![CDATA[Flipped classroom and collaborative learning in chemistry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almendros]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoya]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pablo-Lerchundi]]></surname>
<given-names><![CDATA[Iciar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Politécnica de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>142</fpage>
<lpage>153</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2021000400142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2021000400142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2021000400142&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Implantamos las metodologías activas de aula invertida y trabajo colaborativo dirigido en la asignatura básica de Química del Grado de Ingeniería Agroambiental en la unidad temática dedicada a los equilibrios de precipitación. Participaron 101 estudiantes en los cursos 2018/2019 y 2019/2020. Los resultados muestran que la combinación de estos dos métodos condujo a resultados de aprendizaje significativamente más altos que la tradicional clase magistral con resolución de ejercicios, y revela una mayor motivación del alumnado. Una adecuada combinación de metodologías activas puede ayudar a que el alumnado sea partícipe de su evolución y logros, tanto en las competencias específicas como en las transversales. Sin embargo, el uso de estos métodos no tuvo incidencia en la tasa de abandono de la asignatura, por lo que es necesario realizar mejoras en su desarrollo como la creación de recursos audiovisuales propios o el aumento de la ratio profesor-alumno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Two active methodologies (flipped classroom and collaborative work) were applied in a basic Chemistry subject in the unit dedicated to solubility equilibrium in the BSc Degree in Agro-Environmental Engineering. Here, 101 students participated in the 2018/2019 and 2019/2020 academic years. Results show that the combination of these two methodologies leads to significant better learning results than the traditional class (master class and problem solving). It also contributes positively to students&#8217; motivation. An appropriate combination of active methodologies can help students to participate in their own development and achievements, both in specific and transversal competences. Nevertheless, these methods had no effect on the dropout rate of the subject. It is necessary to improve their implementation by creating our own audiovisual resources or increasing the teacher-student ratio.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza química]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="en"><![CDATA[activity learning]]></kwd>
<kwd lng="en"><![CDATA[chemistry education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[formative evaluation]]></kwd>
</kwd-group>
</article-meta>
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