<?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>2145-7778</journal-id>
<journal-title><![CDATA[Trilogía Ciencia Tecnología Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Trilogía. Cienc. Tecnol. Soc.]]></abbrev-journal-title>
<issn>2145-7778</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico Metropolitano]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2145-77782022000200301</article-id>
<article-id pub-id-type="doi">10.22430/21457778.2150</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensamiento científico en la educación secundaria: acercamiento al estado de la cuestión]]></article-title>
<article-title xml:lang="en"><![CDATA[Scientific Thinking in Secondary Education: An Approach to the State of the Art]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Suárez]]></surname>
<given-names><![CDATA[Diana Gissell]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[Tunja ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2145-77782022000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2145-77782022000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2145-77782022000200301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta el acercamiento al estado de la cuestión, el cual refiere la situación actual del conocimiento sobre el desarrollo del pensamiento científico en estudiantes de educación secundaria en el ámbito internacional. Con el objetivo de sistematizar las perspectivas investigativas en campos temáticos y enfoques conceptuales, se realizó una revisión analítica a través de mapeamiento informacional bibliográfico de artículos de investigación publicados entre 2011 y 2021 en las bases de datos de Redalyc, Scopus y Web of Science. Los resultados describen la relación entre tres enfoques conceptuales denominados: perspectiva política, perspectiva pedagógico-didáctica y perspectiva filosófica y once campos temáticos, que exponen el interés que existe en la educación secundaria de operativizar esta forma de pensamiento y fortalecer el desarrollo de habilidades, capacidades, actitudes y competencias a través de estrategias pedagógicas y didácticas articuladas a directrices políticas y curriculares, que permitan la aprehensión de los dominios generales y particulares de la ciencia, para aportar a la construcción de una cultura científica global. Se concluye que es necesario propender porque el desarrollo de este pensamiento resulte consecuente con las necesidades sociales, políticas y éticas de los estudiantes de secundaria, así como profundizar en su comprensión conceptual, dada su naturaleza histórica, compleja y multidisciplinar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article reviews the international state of the art of research on the development of scientific thinking in secondary school students. In order to systematize the research perspectives of scientific publications in this field into thematic areas and conceptual approaches, an analytical literature review was carried out by mapping the bibliographic information of research articles about this topic published between 2011 and 2021 and indexed in the Redalyc, Scopus, and Web of Science databases. The results describe the relationship between three conceptual approaches (i.e., political perspective, pedagogical-didactic perspective, and philosophical perspective) and eleven thematic areas. They also reveal the existing interest of secondary education in operationalizing scientific thinking and strengthening the development of skills, abilities, attitudes, and competences using pedagogical and didactic strategies articulated with political and curricular guidelines. This should enable students to apprehend general and particular domains of science and contribute to the construction of a global scientific culture. It is concluded that the development of high school students&#8217; scientific thinking should be consistent with their social, political, and ethical needs and deepen their conceptual understanding, due to its historical, complex, and multidisciplinary nature.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cultura científica]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[habilidades científicas]]></kwd>
<kwd lng="es"><![CDATA[pensamiento científico]]></kwd>
<kwd lng="es"><![CDATA[razonamiento científico]]></kwd>
<kwd lng="en"><![CDATA[Scientific culture]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[scientific skills]]></kwd>
<kwd lng="en"><![CDATA[scientific thinking]]></kwd>
<kwd lng="en"><![CDATA[scientific reasoning]]></kwd>
</kwd-group>
</article-meta>
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