<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732016000200133</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo y aplicación de una estrategia didáctica para la integración del conocimiento a la enseñanza de la física en ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[Development and implementation of a didactic strategy to integrate knowledge and teaching physics in engineering]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lara Barragán Gómez]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad Panamericana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>71</numero>
<fpage>133</fpage>
<lpage>155</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732016000200133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732016000200133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732016000200133&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se presenta una aplicación del modelo educativo denominado Integración del Conocimiento y sus cuatro principios pedagógicos pragmáticos a un curso de física para estudiantes de primer ingreso a las carreras de ingeniería. En la primera parte se describe el modelo educativo y su fundamento teórico. En la segunda, se explica la metodología de indagación, que consiste en aplicar un modelo cuasiexperimental. El cumplimiento de los criterios operativos por medio de los cuales se llevan a la práctica los principios implica que el pensamiento es visible; el conocimiento, accesible; y, el aprendizaje, mutuo y continuo. El seguimiento a la aplicación de estos criterios operativos se realiza mediante la evaluación de actividades en las que participan los estudiantes. Las actividades abarcan desde el desarrollo de una demostración experimental hasta la utilización de recursos electrónicos, como páginas web y blogs. El aprovechamiento se reporta por medio de la ganancia normalizada o factor de Hake, y se toman en cuenta los resultados de exámenes periódicos, así como un sistema de evaluación continua. Finalmente, se presentan resultados comparativos entre grupos experimentales, donde se aplicaron los criterios operativos que caracterizan los principios, y grupos de control que recibieron una instrucción tradicional. Se halló que los grupos experimentales mostraron un mejor aprovechamiento y rendimiento académicos. Por el contrario, en cada periodo de evaluación de los grupos de control no solo el aprovechamiento y el rendimiento académicos fueron menores que los de los grupos experimentales, sino que disminuyeron a lo largo del semestre. Estos resultados sugieren que la aplicación de los criterios operativos de los correspondientes principios genera una mejora continua de los aprendizajes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper presents the implementation of an educational model called &#8220;learning integration&#8221; and its four practical pedagogic principles in a physics course for first-year engineering students. The first part describes the educational model and its theoretical foundation. The second part explains the research methodology, which consisted in the implementation of a quasi-experimental model. The fulfillment of the operational requirements through which the principles are put into practice implies that the thought process be clear; knowledge, accessible; and learning, mutual and continuous. The follow-up to the implementation of these operational requirements was carried out through the evaluation of the activities in which the students participated and range from the development of an experimental demonstration to the use of electronic resources such as web pages and blogs. The benefits were reported using the normalized gain or Hake factor, and the results of periodic exams are considered, in addition to a system of constant evaluation. Finally, the comparative results are presented between control groups who received traditional instruction and the experimental groups, in which the operational requirements characterizing the principles were applied. The results indicate that the experimental groups showed higher academic gain and performance. On the contrary, in each evaluation period of the control groups, academic gain and performance were below those of the experimental groups, and both gain and performance of the control groups diminished throughout the semester. These results suggest that the implementation of the operational requirements of the corresponding principles generated a continuous improvement in learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de la física]]></kwd>
<kwd lng="es"><![CDATA[Generación Net]]></kwd>
<kwd lng="es"><![CDATA[integración del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[principios pedagógicos pragmáticos]]></kwd>
<kwd lng="en"><![CDATA[Knowledge integration]]></kwd>
<kwd lng="en"><![CDATA[Net generation]]></kwd>
<kwd lng="en"><![CDATA[practical pedagogic principles]]></kwd>
<kwd lng="en"><![CDATA[teaching physics]]></kwd>
</kwd-group>
</article-meta>
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