<?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>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142025000118948</article-id>
<article-id pub-id-type="doi">10.17227/ted.num57-18948</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La indagación y el cambio en la argumentación y los modelos explicativos sobre metamorfosis de la mariposa en estudiantes de educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Inquiry and Change in the Argumentation and Explanatory Models on Butterfly Metamorphosis in Primary School Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Indagação e mudança na argumentação e modelos explicativos sobre a metamorfose da borboleta em alunos do Ensino Fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Ortega]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pineda-Martínez]]></surname>
<given-names><![CDATA[Luisa Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Cárdenas]]></surname>
<given-names><![CDATA[Érica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Tecnológica de Pereira  ]]></institution>
<addr-line><![CDATA[Pereira ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Tecnológica de Pereira  ]]></institution>
<addr-line><![CDATA[Pereira ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142025000118948&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142025000118948&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142025000118948&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Uno de los grandes retos planteados en la enseñanza de las ciencias es cómo desarrollar la argumentación científica. En esta investigación, se asume que la argumentación es una actividad epistémica y un proceso dialógico, dialéctico, situado y con características multimodales. El propósito se focalizó en identificar la incidencia de la indagación sobre la habilidad argumentativa y el cambio en los modelos explicativos sobre el concepto de metamorfosis de la mariposa. El trabajo, de carácter cualitativo y con un alcance descriptivo interpretativo, se desarrolló con estudiantes de grado primero de básica primaria. El análisis se realizó sobre las representaciones gráficas y discusiones realizadas por los estudiantes sobre el tema antes y después de la aplicación de la intervención didáctica sustentada en la indagación. Estos procesos de debate ofrecidos a los estudiantes no solo facilitaron la comprensión del fenómeno de la metamorfosis, sino también la estructuración de afirmaciones apoyadas en pruebas que justificaron sus perspectivas sobre lo discutido. Estos resultados respaldan que la indagación promueve el desarrollo de la habilidad argumentativa y favorece el cambio en los modelos explicativos de los estudiantes, en la medida en que estos pueden interactuar con sus pares y con el conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract One of the major challenges in science education is how to develop scientific argumentation skills. This research considers argumentation as an epistemic activity and a dialogical, dialectical, situated process with multimodal characteristics. The study aimed to identify the impact of inquiry on argumentative skills and changes in explanatory models regarding the concept of butterfly metamorphosis. This qualitative study, with a descriptive-interpretative approach, was conducted with first-grade elementary students. The analysis focused on the graphical representations and discussions the students engaged in before and after the implementation of didactic intervention based on inquiry. These debate processes facilitated not only the understanding of the metamorphosis phenomenon but also the structuring of claims supported by evidence that justified their perspectives on the topics discussed. These results support the notion that inquiry promotes the development of argumentative skills and facilitates changes in students' explanatory models as they interact with peers and knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Um dos grandes desafios na educação científica é como desenvolver habilidades de argumentação científica. Esta investigação pressupõe que a argumentação é uma atividade epistêmica e um processo dialógico, dialético, situado e com características multimodais. O objetivo foi identificar o impacto da investigação na habilidade argumentativa e nas mudanças nos modelos explicativos sobre o conceito de metamorfose da borboleta. Este estudo qualitativo, com abordagem descritivo-interpretativa, foi realizado com alunos do primeiro ano do Ensino Fundamental. A análise focou nas representações gráficas e nas discussões realizadas pelos alunos antes e depois da implementação de uma intervenção didática baseada na investigação. Esses processos de debate facilitaram não apenas a compreensão do fenômeno da metamorfose, mas também a estruturação de afirmações apoiadas provasse evidências que justificaram suas perspectivas sobre os tópicos discutido. Esses resultados apoiam a ideia de que a investigação promove o desenvolvimento da habilidade argumentativa e facilita mudanças nos modelos explicativos dos estudantes à medida que interagem com seus pares e com o conhecimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[debate en grupo]]></kwd>
<kwd lng="es"><![CDATA[modelos]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[indagación]]></kwd>
<kwd lng="en"><![CDATA[group discussions]]></kwd>
<kwd lng="en"><![CDATA[models]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[inquiry]]></kwd>
<kwd lng="pt"><![CDATA[argumentação]]></kwd>
<kwd lng="pt"><![CDATA[modelos]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[investigação]]></kwd>
</kwd-group>
</article-meta>
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