<?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>0124-2253</journal-id>
<journal-title><![CDATA[Revista científica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cient.]]></abbrev-journal-title>
<issn>0124-2253</issn>
<publisher>
<publisher-name><![CDATA[Universidad Distrital Francisco José de Caldas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-22532020000300324</article-id>
<article-id pub-id-type="doi">10.14483/23448350.16427</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones de maestros y estudiantes sobre el uso del triplete químico en los procesos de enseñanza-aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers' and Students' Perceptions on the use of the chemical triplet in the teaching-learning processes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepções de professores e alunos no uso do trigêmeo químico nos processos de ensino-aprendizagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lorduy]]></surname>
<given-names><![CDATA[Danny José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Naranjo]]></surname>
<given-names><![CDATA[Claudia Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[Montería Córdoba]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[Montería Córdoba]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<numero>39</numero>
<fpage>324</fpage>
<lpage>340</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-22532020000300324&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-22532020000300324&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-22532020000300324&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo fue indagar las percepciones de maestros y estudiantes de Ciencias sobre nociones científicas, dominios u obstáculos acerca del uso del triplete químico y saltos entre los niveles representacionales, durante los procesos de enseñanza y aprendizaje de la asignatura de Química. Se utilizó una metodología cualitativa con enfoque fenomenológico. La indagación se llevó a cabo durante ocho semanas del año 2019, por medio de tres grupos de discusión de nueve estudiantes y entrevistas a profundidad a siete maestros de Ciencias. Se realizó un análisis de contenido en torno a dos categorías centrales de análisis: representaciones en Química y enseñanza y aprendizaje de la Química. Se encontró que los maestros de Ciencias no poseen un dominio acerca del uso del triplete químico y saltos entre los niveles representacionales, lo que genera obstáculos para los procesos de enseñanza y aprendizaje de la química. Las respuestas dadas por los estudiantes se ubicaron en tres categorías centrales: nociones químicas, qué química aprender y para qué aprender química. Se usaron los niveles macro y simbólico para comprender y explicar fenómenos químicos del contexto relacionados con aquellas características que perciben. De este estudio se puede concluir que las percepciones de los estudiantes se centraron en interpretar el fenómeno en términos de la formación de nuevas sustancias, utilizando un lenguaje impreciso e indiferenciado para expresar sus nociones frente los conceptos de Química. Además, se recomienda que el maestro abandone el enfoque de transmisión de conocimientos y tome consciencia sobre la contextualización de fenómenos a partir del triplete químico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this article was to inquire into the perceptions of science teachers and students, about scientific notions, domains or obstacles about the use of the chemical triplet and jumps between the representative levels, during the chemistry teaching and learning processes. A qualitative methodology with a phenomenological approach was used. The investigation was carried out during eight weeks of the year 2019, through discussion groups to three groups of nine students and in-depth interviews with seven science teachers. A content analysis was conducted around two central categories of analysis: representations in chemistry and chemistry teaching and learning. It was found that science teachers do not have a command of the use of the chemical triplet and jumps between the representational levels, creating obstacles for the chemistry teaching and learning processes. The answers given by the students were located in three central categories: chemical notions, what chemistry to learn and why to learn chemistry. The use of the macro and symbolic level was found to understand and explain chemical phenomena of the context, related to those characteristics that they perceive. This study allows us to conclude that the students' perceptions focused on interpreting the phenomenon in terms of the formation of new substances, using imprecise and undifferentiated language to express their notions regarding chemical concepts. Furthermore, the teacher must abandon the knowledge transmission approach and become aware of the contextualization of phenomena from the chemical triplet.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo foi investigar as percepções dos professores e alunos de ciências, sobre noções científicas, domínios ou obstáculos sobre o uso do tripleto químico e saltos entre os níveis representacionais, durante os processos de ensino e aprendizagem de química. Foi utilizada uma metodologia qualitativa com abordagem fenomenológica. A investigação foi realizada durante oito semanas do ano de 2019, por meio de grupos de discussão para três grupos de nove alunos e entrevistas em profundidade com sete professores de ciências. Foi realizada uma análise de conteúdo em torno de duas categorias centrais de análise: representações em química e ensino e aprendizagem de química. Verificou-se que os professores de ciências não dominam o uso do trigêmeo químico e salta entre os níveis representacionais, criando obstáculos para os processos de ensino e aprendizagem de química. As respostas dadas pelos alunos estavam localizadas em três categorias centrais: noções químicas, que química aprender e por que aprender química. Verificou-se que o uso do nível macro e simbólico compreende e explica fenômenos químicos do contexto, relacionados às características que eles percebem. Este estudo permite concluir que as percepções dos alunos se concentraram na interpretação do fenômeno em termos de formação de novas substâncias, utilizando linguagem imprecisa e indiferenciada para expressar suas noções sobre conceitos químicos. Além disso, o professor deve abandonar a abordagem de transmissão de conhecimento e tomar consciência da contextualização dos fenômenos a partir do trigêmeo químico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación química contextualizada]]></kwd>
<kwd lng="es"><![CDATA[enseñanza y aprendizaje de la Química]]></kwd>
<kwd lng="es"><![CDATA[percepciones de maestros y estudiantes]]></kwd>
<kwd lng="es"><![CDATA[triplete químico]]></kwd>
<kwd lng="en"><![CDATA[contextualized chemistry education]]></kwd>
<kwd lng="en"><![CDATA[chemistry teaching and learning]]></kwd>
<kwd lng="en"><![CDATA[teacher and student perceptions]]></kwd>
<kwd lng="en"><![CDATA[chemical triplet]]></kwd>
<kwd lng="pt"><![CDATA[educação química contextualizada]]></kwd>
<kwd lng="pt"><![CDATA[ensino e aprendizagem de química]]></kwd>
<kwd lng="pt"><![CDATA[percepções de professores e alunos]]></kwd>
<kwd lng="pt"><![CDATA[trigêmeo químico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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