<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672018000200741</article-id>
<article-id pub-id-type="doi">10.23913/ride.v9i17.404</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interacción entre físicos y profesoras de preescolar para desarrollar estándares de ciencia]]></article-title>
<article-title xml:lang="en"><![CDATA[Interaction between Physicians and Preschool Teachers to Develop Standards of Science]]></article-title>
<article-title xml:lang="pt"><![CDATA[Interação entre físicos e professores de pré-escola para desenvolver padrões científicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olvera Aldana]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Trejo]]></surname>
<given-names><![CDATA[Leonor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez Sánchez]]></surname>
<given-names><![CDATA[Arturo Fidencio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Díaz]]></surname>
<given-names><![CDATA[Mario Humberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>741</fpage>
<lpage>768</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672018000200741&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672018000200741&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672018000200741&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se abordaron dos problemáticas en la impartición de ciencias en los niveles básicos en México. Por un lado, la falta de un proceso metodológico que les permita a los profesores de ese nivel abordar las líneas de trabajo que de manera ambigua se proponen ahí; por otra parte, la problemática que tienen los docentes en este nivel para expresar de manera adecuada los conceptos. Como caso de estudio se analizó el nivel preescolar, debido a que es de los primeros momentos en que un niño tiene contacto con esta área del conocimiento de manera formal, y para ello se utilizaron específicamente temas de física. En este trabajo se muestran los resultados de la interacción entre físicos y profesoras de preescolar mediante la impartición de un microtaller con la intención de generar una idea clara de los fenómenos estudiados. Se utilizaron diversos instrumentos e indicadores de evaluación. En el caso de los conocimientos adquiridos por las maestras de preescolar, se diseñó una rúbrica basada en los niveles de logro contemplativo, reproductivo y productivo de los productos del portafolio de evidencias generadas en el taller. En el caso de la opinión de las profesoras de preescolar sobre la utilidad del taller para su labor docente, se diseñó una rúbrica basada en los niveles de satisfacción en rubros del taller como los contenidos, conocimientos y estrategias usadas. Mediante entrevistas clínicas se estudió la opinión acerca de la interacción entre ambos grupos. Todos los instrumentos utilizados son de carácter cualitativo dado el perfil de la investigación. Se pudo observar que, como resultado del taller, las profesoras de preescolar alcanzaron un lenguaje formal para los diferentes temas de física que se desarrollaron, formularon hipótesis para la explicación de los fenómenos estudiados y emplearon analogías de la vida cotidiana, llegando a niveles de aprendizaje reproductiva más allá del nivel productivo o solo contemplativo. Finalmente, la interacción alcanzada se manifestó como positiva entre ambos grupos, de manera que enriqueció el quehacer profesional mutuo, muestra de ello es el interés de ambos grupos de continuar y profundizar con estas actividades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, we focused in two problems about teach science in basic level in Mexico. These are lack of a methodological processes that allow to basic level teacher an approach about work lines that are proposed there; on the other hand, the problems that have teachers on this level to expressed correctly the concepts. Like a study case we analyzed preschool level, because is the first time when a child has contact with this knowledge area in a formal way, for this we used particularly themes of physics. In this paper we show the results of the interaction between physical and preschool teachers, through micro-workshop, seeking to generate a clear idea of the phenomena studied. Various instruments and evaluation indicators were used. In the case of the knowledge acquired by the preschool teachers, a rubric was designed based on the levels of contemplative, reproductive and productive achievement of the products of the evidence portfolio generated in the workshop. In the case of the opinion of the preschool teachers about the usefulness of the workshop for their teaching, a rubric was designed based on the levels of satisfaction in items of the workshop such as the contents, knowledge and strategies used. Through clinical interviews, the opinion about the interaction between both groups was studied. All the instruments used are of a qualitative nature given the profile of the research. It was observed that as a result of the workshop the preschool teachers reached a formal language for the different physics subjects that were developed, formulated hypotheses for the explanation of the phenomena studied and used analogies of everyday life, reaching more reproductive learning levels beyond the productive level or just contemplative. Finally, the interaction reached was expressed as positive between both groups, in a way that enriched the mutual professional work, shows of it is the interest of both groups to continue and deepen with these activities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo abordou dois problemas na entrega da ciência nos níveis básicos no México. Por um lado, a falta de um processo metodológico que permita aos professores desse nível abordar as linhas de trabalho que são propostas ambiguamente; por outro lado, o problema que os professores têm neste nível para expressar adequadamente os conceitos. Como estudo de caso, analisou-se o nível pré-escolar, pois é a primeira vez que uma criança tem contato com essa área do conhecimento de forma formal, e para isso foram utilizados tópicos específicos da física. Este artigo mostra os resultados da interação entre físicos e professores de pré-escola, dando uma microtaller com a intenção de gerar uma ideia clara dos fenômenos estudados. Vários instrumentos e indicadores de avaliação foram utilizados. No caso do conhecimento adquirido pelos professores da pré-escola, uma rubrica foi concebida com base nos níveis de realização contemplativa, reprodutiva e produtiva dos produtos da carteira de evidências gerada na oficina. No caso da opinião dos professores de pré-escola sobre a utilidade da oficina para o seu ensino, uma rubrica foi desenhada com base nos níveis de satisfação em itens da oficina, como os conteúdos, conhecimentos e estratégias utilizadas. Por meio de entrevistas clínicas, a opinião sobre a interação entre os dois grupos foi estudada. Todos os instrumentos utilizados são de natureza qualitativa, dado o perfil da pesquisa. Observou-se que, como resultado da oficina, os professores de pré-escola chegaram a uma linguagem formal para os diferentes sujeitos de física que foram desenvolvidos, formularam hipóteses para a explicação dos fenômenos estudados e utilizaram analogias da vida cotidiana, atingindo níveis de aprendizagem reprodutiva além do nível produtivo ou apenas contemplativo. Por fim, a interação alcançada foi expressa como positiva entre os dois grupos, de tal forma que enriqueceu o trabalho profissional mútuo, um exemplo disso é o interesse de ambos os grupos em continuar e aprofundar com essas atividades.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación preescolar]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la física]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="en"><![CDATA[preschool education]]></kwd>
<kwd lng="en"><![CDATA[teaching physics]]></kwd>
<kwd lng="en"><![CDATA[teachers training]]></kwd>
<kwd lng="pt"><![CDATA[educação pré-escolar]]></kwd>
<kwd lng="pt"><![CDATA[educação física]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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