<?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>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942017000200249</article-id>
<article-id pub-id-type="doi">10.5294/edu.2017.20.2.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñar y aprender ciencias. Nuevos escenarios para la interacción entre docentes y estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Science Teaching and Learning: New Scenarios for Interaction between Teachers and Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ensinar e aprender ciências. Novos cenários para a interação entre docentes e estudantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lorenzo]]></surname>
<given-names><![CDATA[María Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>249</fpage>
<lpage>263</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942017000200249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942017000200249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942017000200249&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La universidad actual ha sido atravesada por profundos cambios sociales y culturales que plantean nuevas configuraciones y problemáticas que necesitan ser incorporadas como objetos de análisis a las agendas educativas. De este modo, las prácticas pedagógicas de nivel universitario se han convertido en un campo emergente para la investigación didáctica, dado que es aquí donde se concretan las interacciones entre docentes y estudiantes con el fin de construir conocimiento de manera conjunta. Este artículo es una invitación para reflexionar sobre ciertos rasgos de la educación universitaria, particularmente en carreras profesionales vinculadas a las ciencias naturales y experimentales, que interpelan tanto los aprendizajes como la formación pedagógica de sus profesores. Para ello, la discusión se inicia con una descripción de estos nuevos escenarios para enseñar y aprender ciencias en la universidad, para luego debatir sobre la necesidad de una formación pedagógica formal para este colectivo de docentes. Finalmente, esbozamos algunos marcos teóricos vigentes (competencias docentes, conocimiento didáctico del contenido, lenguaje científico) que consideramos relevantes a la hora de atender a estas nuevas problemáticas. Concluimos con el planteo de algunos interrogantes que señalan posibles rumbos para este incipiente y fértil campo de investigación, la didáctica de las ciencias de nivel superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Today&#8217;s universities are wrought with profound social and cultural changes that pose new alignments and problems that need to be included as subjects of analysis in educational agendas. University-level teaching practices have become an emerging field for didactic research, since it is there that interaction between teachers and students materializes in order to build knowledge together. In terms of its objective, this work is an invitation to reflect on certain aspects of university education, particularly in professional careers associated with the natural and experimental sciences, aspects that address both learning and pedagogical training for science teachers. To that end, the discussion begins with a description of these new scenarios for teaching and learning science in universities, and goes on to discuss the need for formal pedagogical training for this group of teachers. The article outlines several existing theoretical frameworks (teaching competences, didactic knowledge of content, scientific language) that are considered relevant when dealing with these new problems. It concludes by posing several questions that indicate possible paths for this incipient and fertile field of research; namely, the teaching of science in higher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A universidade atual passou por profundas mudanças sociais e culturais que expõem novas configurações e problemáticas que precisam ser incorporadas como objetos de análise às agendas educativas. Assim, as práticas de nível universitário converteram-se em um campo emergente para a pesquisa didática, já que é aqui onde se concretizam as interações entre docentes e estudantes, com o propósito de construir conhecimento de maneira conjunta. O objetivo deste trabalho é um convite para a reflexão sobre certos traços da educação universitária, particularmente em carreiras profissionais vinculadas às ciências naturais e experimentais, que interpelam tanto as aprendizagens como a formação pedagógica dos seus professores. Para isso, a discussão se inicia com uma descrição desses novos cenários para ensinar e aprender ciências na universidade e então debater sobre a necessidade de uma formação pedagógica formal para esse coletivo de docentes. Por fim, esboçamos alguns marcos teóricos vigentes (competências docentes, conhecimento didático do conteúdo, linguagem científica) que consideramos relevantes no momento de tratar dessas novas problemáticas. Concluímos com a abordagem de alguns questionamentos que assinalam possíveis rumos para esse incipiente e fértil campo de pesquisa, a didática das ciências de nível superior.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[competencias del docente]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes en activo]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[science education]]></kwd>
<kwd lng="en"><![CDATA[teacher&#8217;s skills]]></kwd>
<kwd lng="en"><![CDATA[active teacher training]]></kwd>
<kwd lng="en"><![CDATA[practice teaching]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[ensino das ciências]]></kwd>
<kwd lng="pt"><![CDATA[competências do docente]]></kwd>
<kwd lng="pt"><![CDATA[formação de docentes em atividade]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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