<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092024000100104</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.19.22885.008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El profesorado universitario de disciplinas CTS: percepciones de los estudiantes sobre su mejora docente]]></article-title>
<article-title xml:lang="pt"><![CDATA[Professores universitários de disciplinas CTS: percepções dos alunos sobre a melhora do ensino]]></article-title>
<article-title xml:lang="en"><![CDATA[University teachers of STS subjects: students' perceptions of their teaching improvement]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Robles]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delord]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Rodríguez]]></surname>
<given-names><![CDATA[Noelia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Al-Lal]]></surname>
<given-names><![CDATA[Soraya Hamed]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cádiz Centro Universitario de Magisterio Virgen de Europa Departamento de Didáctica de las Ciencias Experimentales, Sociales y Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sevilla Departamento de Didáctica de las Ciencias Experimentales y Sociales de la US ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sevilla Departamento de Didáctica de las Ciencias Experimentales y Sociales del US ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Sevilla Departamento de Didáctica de las Ciencias Experimentales y Sociales de la US ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>19</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092024000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092024000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092024000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio analiza la mejora del profesorado universitario de disciplinas CTS (Ciencia, Tecnología y Sociedad) en proceso de formación docente, en base a las percepciones sobre las clases recibidas de 414 estudiantes de la Universidad de Sevilla. Se utilizó un cuestionario Likert con 26 ítems agrupados por parejas, reflejando cada pareja dos enfoques docentes contrapuestos: enseñanza centrada en el docente y enseñanza centrada en el estudiante, y organizados en 3 categorías: contenidos, metodología y evaluación. El análisis factorial y descriptivo muestra cambios hacia una enseñanza centrada en el estudiante en los siguientes aspectos: el trabajo con problemas, las interacciones entre los contenidos, las ideas de los alumnos y una evaluación formativa y participativa. Se concluye que la formación está promoviendo mejoras en los profesores, aunque parciales, y que el cuestionario ha sido un instrumento adecuado para conocer las opiniones de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo analisa a melhora da prática docente dos professores universitários em relação aos seus conteúdos CTS (Ciência, Tecnologia e Sociedade) dentro do processo de formação a partir das avaliações das aulas dadas aos 414 alunos da Universidade de Sevilha. Fora utilizado um questionário Likert com 26 itens agrupados em pares, cada par refletindo duas abordagens de ensino contrastantes: ensino centrado no professor e ensino centrado no aluno, e organizados em 3 categorias: conteúdo, metodologia e avaliação. A análise factorial e descritiva mostra uma mudança em direção ao ensino centrado no aluno nos seguintes aspectos: trabalho com problemas, interações entre conteúdos, idéias dos alunos e avaliação formativa e participativa. Conclui-se que a formação está promovendo melhorias nos professores, ainda que parciais e que o questionário tem sido um instrumento adequado para obter a opinião significativa dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzes the improvement of university teachers of STS (Science, Technology and Society) subjects along the teacher training process, it is based on the perceptions of the classes received by 414 students from the University of Seville. A Likert questionnaire was used with 26 items grouped in pairs, each pair reflecting two opposing teaching approaches: teacher-centred teaching and student-centred teaching, and organised into 3 categories: content, methodology and evaluation. The factorial and descriptive analysis shows changes towards student-centered teaching in the following aspects: working with problems, interactions between content, students' ideas, and formative and participatory evaluation. It is concluded that the training is promoting improvements in teachers, although partial, and that the questionnaire has been an adequate instrument to obtain the opinions of the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Percepciones del estudiantado]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado CTS]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Opinião dos alunos]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores CTS]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Student perceptions]]></kwd>
<kwd lng="en"><![CDATA[STS Teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ABDEL]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[COLLINS]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; perceptions of lecturing approaches: traditional versus interactive teaching]]></article-title>
<source><![CDATA[Advances in medical education and practice]]></source>
<year>2017</year>
<volume>8</volume>
<page-range>229-41</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AGUILERA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Un instrumento de preguntas abiertas para la revisión de la docencia universitaria]]></article-title>
<source><![CDATA[Revista Fuentes]]></source>
<year>2017</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>57-71</page-range><publisher-loc><![CDATA[Sevilla ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BELLAND]]></surname>
<given-names><![CDATA[B. R.]]></given-names>
</name>
<name>
<surname><![CDATA[BURDO]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[GU]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A blended professional development program to help a teacher learn to provide one-to-one scaffolding]]></article-title>
<source><![CDATA[Journal of science teacher education]]></source>
<year>2015</year>
<volume>26</volume>
<page-range>263-89</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BØRTE]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[NESJE]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[LILLEJORD]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Barriers to student active learning in higher education]]></article-title>
<source><![CDATA[Teaching in higher education]]></source>
<year>2023</year>
<volume>28</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>597-615</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BYBEE]]></surname>
<given-names><![CDATA[R. W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching Science as Inquiry]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MINSTRELL]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[VAN]]></surname>
<given-names><![CDATA[E. H]]></given-names>
</name>
</person-group>
<source><![CDATA[Inquiring into inquiry learning and teaching in science]]></source>
<year>2000</year>
<page-range>20-46</page-range><publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[American Association for the Advancement of Science]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHIU]]></surname>
<given-names><![CDATA[P. H. P.]]></given-names>
</name>
<name>
<surname><![CDATA[CHENG]]></surname>
<given-names><![CDATA[S. H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of active learning classrooms on student learning: a two-year empirical investigation on student perceptions and academic performance]]></article-title>
<source><![CDATA[Higher education research and development]]></source>
<year>2017</year>
<volume>36</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>269-79</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COLOMO-MAGAÑA]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[University students&#8217; perception of the usefulness of the flipped classroom methodology]]></article-title>
<source><![CDATA[Education sciences]]></source>
<year>2020</year>
<volume>10</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>275</page-range><publisher-loc><![CDATA[Switzerland ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DAWSON]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What makes for effective feedback: staff and student perspectives]]></article-title>
<source><![CDATA[Assessment and evaluation in higher education]]></source>
<year>2018</year>
<volume>44</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-36</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DE-ALBA-FERNÁNDEZ]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[PORLÁN]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Docentes universitarios. Una formación centrada en la práctica]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DELORD]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigar en la clase de Ciencias]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DELORD]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los Ciclos de Mejora en el Aula]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[DE-ALBA-FERNÁNDEZ]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[PORLÁN]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Docentes universitarios. Una formación centrada en la práctica]]></source>
<year>2020</year>
<page-range>127-62</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DELORD]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[PORLÁN]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[HARRES]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La importancia de los proyectos y redes innovadoras para el avance de la Enseñanza de las Ciencias: El caso de un profesor de la Red IRES]]></article-title>
<source><![CDATA[Revista Eureka]]></source>
<year>2017</year>
<volume>3</volume>
<numero>14</numero>
<issue>14</issue>
<page-range>653-64</page-range><publisher-loc><![CDATA[Cádiz ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUARTE]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[PÉREZ-RODRÍGUEZ]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[NAVARRO-MEDINA]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La investigación sobre formación docente del profesorado universitario. Algunas aportaciones relevantes]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[DE- ALBA- FERNÁNDEZ]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[PORLÁN]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Docentes universitarios. Una formación centrada en la práctica]]></source>
<year>2020</year>
<page-range>103-26</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FINKEL]]></surname>
<given-names><![CDATA[D. L]]></given-names>
</name>
</person-group>
<source><![CDATA[Dar clases con la boca cerrada]]></source>
<year>2008</year>
<publisher-loc><![CDATA[Valencia ]]></publisher-loc>
<publisher-name><![CDATA[Publicaciones de la Universidad de Valencia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRÍAS-NAVARRO]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Apuntes de consistencia interna de las puntuaciones de un instrumento de medida]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Valencia ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Valencia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GARGALLO-LÓPEZ]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estilos docentes de los profesores universitarios. La percepción de los alumnos de los buenos profesores]]></article-title>
<source><![CDATA[Revista Iberoamericana de Educación]]></source>
<year>2010</year>
<volume>51</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1-16</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GILBOY]]></surname>
<given-names><![CDATA[M. B.]]></given-names>
</name>
<name>
<surname><![CDATA[HEINERICHS]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[PAZZAGLIA]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enhancing student engagement using the flipped classroom]]></article-title>
<source><![CDATA[Journal of Nutrition Education and Behavior]]></source>
<year>2015</year>
<volume>47</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>109-14</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GIL-GALVÁN]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[MARTÍN-ESPINOSA]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[GIL-GALVAN]]></surname>
<given-names><![CDATA[F. J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepciones de los estudiantes universitarios sobre las competencias adquiridas mediante el aprendizaje basado en problemas]]></article-title>
<source><![CDATA[Educación XX1]]></source>
<year>2021</year>
<volume>24</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>271-95</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GIL-PÉREZ]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[VILCHES]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Qué deben saber y saber hacer los profesores universitarios?]]></article-title>
<source><![CDATA[Novos enfoques no ensino universitário]]></source>
<year>2008</year>
<page-range>25-43</page-range><publisher-loc><![CDATA[Vigo ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Vigo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GIMÉNEZ]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resultados de una experiencia docente en el campo de las ciencias realizada en la Universidad de Alcalá]]></article-title>
<source><![CDATA[Revista Fuentes]]></source>
<year>2007</year>
<numero>7</numero>
<issue>7</issue>
<page-range>92-106</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOVENDER]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students perceptions of teaching methods used at South African higher education institutions]]></article-title>
<source><![CDATA[South African journal of higher education]]></source>
<year>2015</year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<publisher-loc><![CDATA[Matieland ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GUTIÉRREZ-GARCÍA]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepciones de profesores y alumnos sobre la enseñanza: Evaluación y desarrollo de competencias en estudios universitarios de formación de profesorado]]></article-title>
<source><![CDATA[Cultura y educación]]></source>
<year>2011</year>
<volume>23</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>499-514</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HARLEM]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<source><![CDATA[(ed.). Working with big ideas of Science Education. The global network of science academies]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Trieste ]]></publisher-loc>
<publisher-name><![CDATA[Science Education Programme]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HORTIGÜELA]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[PÉREZ-PUEYO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[ABELLA]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perspectiva del alumnado sobre la evaluación tradicional y la evaluación formativa]]></article-title>
<source><![CDATA[Contraste de grupos en las mismas asignaturas. REICE]]></source>
<year>2015</year>
<volume>1</volume>
<numero>13</numero>
<issue>13</issue>
<page-range>36-48</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[IBARRA]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[RODRÍGUEZ-GÓMEZ]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Modalidades participativas de evaluación: Un análisis de la percepción del profesorado y de los estudiantes universitarios]]></article-title>
<source><![CDATA[Revista de Investigación Educativa]]></source>
<year>2014</year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>339-61</page-range><publisher-loc><![CDATA[Murcia ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JIMÉNEZ-LISO]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[MARTÍNEZ]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[LÓPEZ-GAY]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cómo enseñar a diseñar Secuencias de Actividades de Ciencias: Principios, elementos y herramientas de diseño]]></article-title>
<source><![CDATA[Revista Eureka]]></source>
<year>2023</year>
<volume>3</volume>
<numero>20</numero>
<issue>20</issue>
<publisher-loc><![CDATA[Cádiz ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KEMBER]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[LEUNG]]></surname>
<given-names><![CDATA[D. Y. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development of a questionnaire for assessing students&#8217; perceptions of the teaching and learning environment and its use in quality assurance]]></article-title>
<source><![CDATA[Learning environments research]]></source>
<year>2009</year>
<volume>12</volume>
<page-range>15-29</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KEMBER]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[WONG]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Implications for evaluation from a study of students&#8217; perceptions of good and poor teaching]]></article-title>
<source><![CDATA[Higher Education]]></source>
<year>2000</year>
<volume>40</volume>
<page-range>69-97</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCHANT]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[FAURÉ]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[ABRICOT]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Adaptación y validación preliminar del SPQ y el CEQ para el estudio de la formación en docencia universitaria en el contexto chileno]]></article-title>
<source><![CDATA[Psykhe]]></source>
<year>2016</year>
<volume>2</volume>
<numero>25</numero>
<issue>25</issue>
<page-range>1-18</page-range><publisher-loc><![CDATA[Santiago ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTÍN-DEL-POZO]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[PORLÁN]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[RIVERO]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The progression of prospective teachers&#8217; conceptions of school science content]]></article-title>
<source><![CDATA[Journal of science teacher education]]></source>
<year>2017</year>
<volume>22</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>291-312</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PÉREZ-ROBLES]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[DELORD]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aplicación del cuestionario C-RENOVES a estudiantes universitarios de asignaturas CTS]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[PORLÁN]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[VILLAREJO-RAMOS]]></surname>
<given-names><![CDATA[A. F]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprendizaje Universitario. Resultados de investigaciones para mejorarlo]]></source>
<year>2022</year>
<page-range>201-21</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PORLÁN]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñanza universitaria. Cómo mejorarla]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PORLÁN]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Didáctica de las ciencias con conciencia]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2018</year>
<volume>3</volume>
<numero>36</numero>
<issue>36</issue>
<page-range>5-22</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PORLÁN]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El cambio de las concepciones y emociones sobre la enseñanza a través de ciclos de mejora en el aula: un estudio con profesores universitarios de ciencias]]></article-title>
<source><![CDATA[Formación universitaria]]></source>
<year>2020</year>
<volume>13</volume>
<numero>4</numero>
<issue>4</issue>
<publisher-loc><![CDATA[La Serena ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PORLÁN]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[NAVARRO-MEDINA]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Ciclos de mejora en el aula. Año 2019. Experiencias de innovación docente de la Universidad de Sevilla]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Sevilla ]]></publisher-loc>
<publisher-name><![CDATA[Editorial de la Universidad de Sevilla]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[POSTAREFF]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[LINDBLOM-YLÄNNE]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[NEVGI]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of pedagogical training on teaching in higher education]]></article-title>
<source><![CDATA[Teaching and teacher education]]></source>
<year>2007</year>
<volume>23</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>557-71</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[POZUELO]]></surname>
<given-names><![CDATA[F. J.]]></given-names>
</name>
<name>
<surname><![CDATA[GARCÍA-PRIETO]]></surname>
<given-names><![CDATA[F. J.]]></given-names>
</name>
<name>
<surname><![CDATA[CONDE-VÉLEZ]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluar prácticas innovadoras en la enseñanza universitaria]]></article-title>
<source><![CDATA[Validación de instrumento. Educación XX1]]></source>
<year>2021</year>
<volume>24</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>69-91</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[REISER]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[BERLAND]]></surname>
<given-names><![CDATA[L. K.]]></given-names>
</name>
<name>
<surname><![CDATA[KENYON]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Engaging Students in Scientific Practices of Explanation and Argumentation]]></article-title>
<source><![CDATA[Science and Children]]></source>
<year>2012</year>
<volume>8</volume>
<numero>49</numero>
<issue>49</issue>
<page-range>8-13</page-range><publisher-loc><![CDATA[San Diego ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RIVERO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las concepciones de docentes universitarios de ciencias sobre los contenidos]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2020</year>
<volume>38</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>15-35</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANMARTÍ]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[10 ideas claves. Evaluar para aprender]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHULMAN]]></surname>
<given-names><![CDATA[L. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Those who understand: Knowledge growth in Teaching]]></article-title>
<source><![CDATA[Educational Research]]></source>
<year>1986</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>4-14</page-range><publisher-loc><![CDATA[Whashington ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TOZETTO]]></surname>
<given-names><![CDATA[S. S.]]></given-names>
</name>
<name>
<surname><![CDATA[DOMINGUES]]></surname>
<given-names><![CDATA[T. de G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A formação continuada padronizada do professor: uma análise do Projeto da SEED-Paraná]]></article-title>
<source><![CDATA[Práxis Educativa]]></source>
<year>2023</year>
<volume>18</volume>
<page-range>1-18</page-range><publisher-loc><![CDATA[Ponta Grossa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[UIBOLEHT]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[KARM]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[POSTAREFF]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relations between students&#8217; perceptions of the teaching-learning environment and teachers&#8217; approaches to teaching: a qualitative study]]></article-title>
<source><![CDATA[Journal of further and higher education]]></source>
<year>2019</year>
<volume>43</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1456-75</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="book">
<collab>UNESCO</collab>
<source><![CDATA[La educación superior en el siglo XXI. Visión y acción]]></source>
<year>1999</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Unesco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VIEIRA]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[VIDAL]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[BARRIO]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Una herramienta de evaluación para comparar la experiencia académica de los estudiantes universitarios]]></article-title>
<source><![CDATA[Revista de Investigación Educativa]]></source>
<year>2007</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>327-50</page-range><publisher-loc><![CDATA[Murcia ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VILPPU]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of short online pedagogical training on university teachers&#8217; interpretations of teaching-learning situations]]></article-title>
<source><![CDATA[Instructional Science]]></source>
<year>2019</year>
<volume>47</volume>
<page-range>679-709</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
