<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662016000100141</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Trabajo por proyectos en el aula de ciencias de secundaria: tensiones curriculares y resoluciones docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Working on Projects in the Middle School Science Classroom: Curricular Tensions and Teacher Solutions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blancas Hernández]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerra Ramos]]></surname>
<given-names><![CDATA[María Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Nacional para la Evaluación de la Educación Dirección de Evaluación de Contenidos y Métodos Educativos ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Investigación y de Estudios Avanzados  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>68</numero>
<fpage>141</fpage>
<lpage>166</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662016000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662016000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662016000100141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[En este artículo se reporta la puesta en marcha del trabajo por proyectos por parte de una profesora de ciencias de secundaria, quien desarrolló una experiencia sobre sismos y otra sobre reutilización del agua con grupos de segundo y tercer grados, respectivamente. Se realizó un análisis cualitativo del contexto educativo que plantea esta innovación curricular y de los datos empíricos provenientes de entrevistas y observaciones de clase. El análisis permitió identificar algunos vacíos y limitaciones de la propuesta curricular (tensiones curriculares) y la forma en que la profesora resolvió estos y otros problemas en su práctica pedagógica (resoluciones docentes). Los resultados permiten discutir algunas limitaciones y potencialidades del trabajo por proyectos para la enseñanza de las ciencias en secundaria y reflexionar sobre algunos aspectos para fortalecer dicha innovación curricular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article reports the implementation of projects by a middle school science teacher, who developed one assignment about earthquakes and another about reusing water, for her second- and third-year groups, respectively. A qualitative analysis was carried out of the educational context of this curricular innovation, and of the empirical data from interviews and class observations. The analysis permitted the identification of some gaps and limitations in the curricular proposal (curricular tensions) and the way that the teacher solved these and other problems in her teaching (teaching solutions). The results facilitate the discussion of certain limitations and opportunities in project-based learning in middle school science; reflections are made on aspects for improving this curricular innovation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[investigación curricular]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[educación media]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[curriculum research]]></kwd>
<kwd lng="en"><![CDATA[teaching science]]></kwd>
<kwd lng="en"><![CDATA[middle school]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
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