<?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>S0187-893X2023000100108</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2023.1.82337</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sistemas de Respuesta Inmediata combinada con ciclos de Generación, Evaluación y Modificación en Química General]]></article-title>
<article-title xml:lang="en"><![CDATA[Immediate Response Systems combined with Generation, Evaluation and Modification cycles for General Chemistry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Morales]]></surname>
<given-names><![CDATA[Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción Facultad de Ciencias Químicas Departamento de Polímeros]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>108</fpage>
<lpage>127</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2023000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2023000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2023000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los Sistemas de Respuesta Inmediata (SRI) son aplicaciones o programas que permiten la medición del aprendizaje con retroalimentación inmediata para quienes los usan. Gracias a la pandemia, se convirtieron en instrumentos de evaluación masiva. Sin embargo, su uso no es muy distinto al de las cliqueras o tarjetas en aula. Por lo mismo, una pedagogía que pudiera incorporar esta TIC dentro de la sala de clases como un elemento potenciador del aprendizaje es un desafío actual. La Teoría de la Enseñanza y Aprendizaje de la Ciencia basada en la Revisión y Construcción de Modelos Mentales proporciona un andamiaje para lograr este objetivo al hacer reflexionar al estudiantado partiendo de un SRI como lo es Forms©. En esta investigación se muestra cómo gracias a la combinación de una parte de la teoría mencionada con el SRI Forms©, se logra un aprendizaje profundo en algunos tópicos de Química General. Los resultados muestran que gracias a esta unión el estudiantado participa, cambia sus preconcepciones por ideas de rigurosidad científica superior y obtiene resultados positivos comparando evaluaciones previas y posteriores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Immediate Response Systems (IRS) are applications or programs that allow the measurement of learning with immediate feedback for those who use them. During the pandemic, they became instruments of massive evaluation. However, its use is not very different from that of click cards in the classroom. For this reason, a pedagogy that could incorporate this ICT into the classroom as an element that enhances learning is a current challenge. The Theory of Model-Based Learning and Teaching Science provides a scaffolding to achieve this goal by making the student reflect based on an SRI as Forms©. This research shows how, the combination of a part of the mentioned theory with the SRI Forms©, may help achieve a deep learning in some topics of General Chemistry. The results show that the students participate actively, changing their preconceptions for ideas of scientific rigor and obtain positive results when comparing pre- and post-assessments.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Sistemas de respuesta inmediata]]></kwd>
<kwd lng="es"><![CDATA[Modelamiento mental]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza universitaria]]></kwd>
<kwd lng="es"><![CDATA[Didáctica de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[Immediate Response Systems]]></kwd>
<kwd lng="en"><![CDATA[Mental modeling]]></kwd>
<kwd lng="en"><![CDATA[University teaching]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
</kwd-group>
</article-meta>
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