<?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>S1405-66662018000100253</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento didáctico del contenido sobre el principio de Arquímedes en un programa de formación de profesores de Física en Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Content Knowledge of Archimedes&#8217; Principle in a Training Program for Physics Teachers in Colombia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Lina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardona]]></surname>
<given-names><![CDATA[Giovanni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cañada]]></surname>
<given-names><![CDATA[Florentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Extremadura Facultad de Educación Departamento de Didáctica de las Ciencias Experimentales y de las Matemáticas]]></institution>
<addr-line><![CDATA[ Extremadura]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas Facultad de Ciencias y Educación Licenciatura en Física]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>76</numero>
<fpage>253</fpage>
<lpage>279</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662018000100253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662018000100253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662018000100253&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio muestra la caracterización del conocimiento didáctico del contenido (CDC) sobre el principio de Arquímedes en el contexto de la flotación. La muestra se constituyó por 21 profesores en formación de Física al finalizar la asignatura de Mecánica de fluidos. Como instrumento de medida se utilizó la matriz de representación del contenido (ReCo) para capturar el CDC. Los resultados indican un bajo conocimiento del contenido, la mayoría considera que el empuje depende de la posición del objeto sumergido. Por otro lado, 57% de los futuros profesores de Física optan por un CDC cercano a una tendencia intermedia hacia la enseñanza, 24% describe uno ecléctico y 19% uno centrado en una tendencia tradicional. Finalmente, los modelos del CDC están relacionados con el grado de importancia y confianza que los futuros profesores perciben sobre sus propios conocimientos para la enseñanza del principio de Arquímedes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study shows the characterization of pedagogical content knowledge (PCK) regarding Archimedes&#8217; Principle in the context of flotation. The sample consisted of 21 pre-service physics teachers upon their completion of a course in fluid mechanics. As a measuring instrument, the content representation matrix (CoRe) was used to capture the PCK. The results indicate low knowledge of content, since most of the participants believe that buoyancy depends on the position of the submerged object. On the other hand, 57% of the future physics teachers opt for PCK that is close to an intermediate tendency in teaching, 24% describe an eclectic PCK, and 19% focus on PCK centered on traditional tendencies. PCK models are related to the degree of importance and confidence that future teachers perceive in their own knowledge for teaching Archimedes&#8217; principle.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la física]]></kwd>
<kwd lng="es"><![CDATA[estrategias de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[estilos de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[physics teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching strategies]]></kwd>
<kwd lng="en"><![CDATA[learning styles]]></kwd>
</kwd-group>
</article-meta>
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