<?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>2448-5691</journal-id>
<journal-title><![CDATA[Mundo nano. Revista interdisciplinaria en nanociencias y nanotecnología]]></journal-title>
<abbrev-journal-title><![CDATA[Mundo nano]]></abbrev-journal-title>
<issn>2448-5691</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Ciencias Aplicadas y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-56912024000100205</article-id>
<article-id pub-id-type="doi">10.22201/ceiich.24485691e.2024.32.69754</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Retos y perspectivas para la enseñanza de las nanociencias y nanotecnología en el bachillerato]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges and perspectives for teaching nanoscience and nanotechnology in high school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Camacho]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vega-Murguía]]></surname>
<given-names><![CDATA[Eduardo José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Cisneros]]></surname>
<given-names><![CDATA[Jesús Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallegos-Cázares]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Instituto de Ciencias Aplicadas y Tecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Colegio de Ciencias y Humanidaes-Sur ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>17</volume>
<numero>32</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-56912024000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-56912024000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-56912024000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el presente estudio exploratorio se analizan las dificultades de los estudiantes del bachillerato para la representación y ubicación de objetos y procesos en nanoescala, así como sus concepciones sobre las nanociencias y nanotecnología en cuanto a sus implicaciones y áreas del conocimiento con las que se relaciona. También se analiza su interés para que este campo se introduzca curricularmente en el bachillerato. Para ello, se construyó un cuestionario que se aplicó en línea a alumnos de bachillerato durante la pandemia de COVID 19 y, posterior a la misma, con los estudiantes ya de forma presencial en la escuela. El cuestionario incorpora algunas preguntas de investigaciones previas y otras nuevas. Los resultados detallan los rangos de escala en la que los estudiantes presentan mayores dificultades, tanto en la determinación del tamaño de objetos como de procesos. También se encontró que, en su mayoría, generalizan las leyes físicas a toda escala. Se muestra que los alumnos tienen clara la importancia de las nanociencias y la nanotecnología en el desarrollo científico y tecnológico, así como para la vida cotidiana, pero no muestran interés porque se incorporen al currículo de ciencias del bachillerato. En el escrito se establecen algunas sugerencias sobre aspectos educativos a considerar para incorporar en este nivel educativo la enseñanza de las nanociencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This exploratory study is about high school students&#8217; difficulties in representing objects and processes on the nanoscale. Their knowledge about the relevance and implications of nanoscience and nanotechnology, their relationships with different areas of knowledge, and their interest in incorporating this field into the science school curriculum were analysed. A questionnaire was built incorporating previous research questions and new ones and was applied online during the COVID-19 pandemic, and to other sample post-pandemic with students returned to school. Results show that the nanoscale objects and processes are the most difficult for them. Students conceive that physical laws are applicable in all scale spectrums showing a misunderstanding of the fundamentals of physics. The relevance of nanoscience and nanotechnology for science and technology and their implications for the modern way of life are clear to students. However, their interest that this topic should be incorporated into the curriculum is not enthusiastic. Some suggestions about teaching awareness to be considered to teach nanoscience are proposed in the analysis of results.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[nanociencias]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[bachillerato]]></kwd>
<kwd lng="en"><![CDATA[nanoscience]]></kwd>
<kwd lng="en"><![CDATA[science education]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
</kwd-group>
</article-meta>
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<numero>15</numero>
<issue>15</issue>
<page-range>2070-93</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
