<?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>S0187-893X2023000300162</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2023.3.84804</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interpretación a nivel molecular del enlace de hidrógeno en el agua: dificultades conceptuales en alumnado universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Molecular interpretation of the hydrogen bonding in the water: conceptual difficulties by university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto Cañón]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Politécnica de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>3</numero>
<fpage>162</fpage>
<lpage>175</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2023000300162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2023000300162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2023000300162&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se introduce la relevancia de la consideración de las ideas o concepciones alternativas, y su consecuencia en los errores conceptuales de los alumnos. Seguidamente, se explican los resultados alcanzados en una investigación realizada sobre su comprensión del enlace de hidrógeno, a nivel atómico-molecular, en el agua líquida. Para ello, se analizan las respuestas de alumnos de primer curso de Grado en Ingeniería Química y de Máster de Formación del Profesorado, al solicitarles que lo describieran, con ayuda de un dibujo o esquema, a partir de sus conocimientos adquiridos en cursos anteriores. No se encontraron diferencias significativas entre alumnos de las citadas titulaciones ni en los tres cursos académicos durante los que se desarrolló el estudio. Un 48% fue capaz de razonar aceptablemente la cuestión, y en el resto, se encontraron concepciones alternativas que implican aspectos como: considerar atracciones entre átomos de hidrógeno de distintas moléculas de H2O; entender que se refiere a los enlaces covalentes O-H de cada molécula de H2O; interpretar que cada átomo de H se une por enlace covalente a dos de O de sendas moléculas de H2O; y considerar formas moleculares extravagantes o &#8216;ingenuas&#8217;, entre otros. Finalmente, se describe cómo esta información es de utilidade para abordar la práctica educativa y, especialmente, el conocimiento didáctico del contenido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The relevance of the consideration of alternative ideas or conceptions, and their consequence on students&#8217; misconceptions, is introduced. Then, the results of research on their understanding of hydrogen bonding, at the atomic-molecular level, in liquid water are explained. To this end, the responses of first-year students in the bachelor&#8217;s degree in chemical engineering and the master&#8217;s degree in Teacher Training are analysed, when they were asked to describe it, with the help of a drawing or diagram, based on their knowledge acquired in previous years. No significant differences were found between students of the degrees or in the three academic years during which the study was carried out. Forty-eight percent were able to reason the question acceptably, and the rest found alternative conceptions involving aspects such as: considering attractions between hydrogen atoms of different H2O molecules; understanding that it refers to the covalent O-H bonds of each H2O molecule; interpreting that each H atom is joined by covalent bonds to two O atoms of each H2O molecule; and considering extravagant or &#8216;naive&#8217; molecular shapes, among others. Finally, it is outlined how this information is useful for educational practice and, especially, for the pedagogical content knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Concepción alternativa]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento didáctico del contenido]]></kwd>
<kwd lng="es"><![CDATA[Enlace de hidrógeno]]></kwd>
<kwd lng="es"><![CDATA[Error conceptual]]></kwd>
<kwd lng="es"><![CDATA[Estructura atómico-molecular de la materia]]></kwd>
<kwd lng="es"><![CDATA[Idea previa]]></kwd>
<kwd lng="en"><![CDATA[Alternative conception]]></kwd>
<kwd lng="en"><![CDATA[Atomic-molecular structure of matter]]></kwd>
<kwd lng="en"><![CDATA[Hydrogen bonding]]></kwd>
<kwd lng="en"><![CDATA[Misconception]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical content knowledge (PCK)]]></kwd>
<kwd lng="en"><![CDATA[Previous idea]]></kwd>
</kwd-group>
</article-meta>
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