<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132023000100251</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320230053</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una progresión de aprendizaje para el desarrollo de la observación científica en preescolar]]></article-title>
<article-title xml:lang="en"><![CDATA[A learning progression for the development of scientific observation in preschool]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Salinas]]></surname>
<given-names><![CDATA[Mayita Estefanía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar-López]]></surname>
<given-names><![CDATA[Tatiana Iveth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Herrera]]></surname>
<given-names><![CDATA[Adriana Piedad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[Apodaca ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Benemérita y Centenaria Escuela Normal de Jalisco  ]]></institution>
<addr-line><![CDATA[Guadalajara ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132023000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132023000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132023000100251&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Presentamos un modelo de progresión para el desarrollo de la observación científica en el nivel de preescolar. Utilizamos cinco componentes para establecer la progresión: los objetivos de aprendizaje; las variables de progreso; los niveles de progreso; los desempeños de aprendizaje y las evaluaciones. Considerando las variables de progreso: Comparar, Registrar y Describir y sus subvariables establecemos tres niveles de progreso: Observación Perceptiva, Intermedia y Científica. Los datos empíricos evaluados para estructurar la progresión provienen de una actividad que planteaba comparar, registrar y describir dos semillas de tomate cherry. Con el análisis de contenido analizamos estas producciones. Los resultados indican que hay evolución en las variables de progreso y las subvariables avanzan heterogéneamente. Encontramos que la descripción puede ser una plataforma para promover el desarrollo de la observación científica, cuando se diseñan actividades centradas en este objetivo, y el docente promueve la interacción con el objeto observado utilizando material didáctico adecuado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We present a preschool-level progression model for the development of scientific observation. To establish progression, we use five components: learning objectives, progress variables, levels of progress, learning performances, and assessments. Based on the progress variables to compare, record, and describe, as well as their subvariables, we establish three levels of progress: perceptive, intermediate, and scientific observation. The empirical data used to structure the progression came from an activity in which two cherry tomato seeds were compared, recorded, and described. We examine these productions using content analysis. The results show that the progress variables evolve and that the subvariables advance in a heterogeneous manner. We discovered that when activities focused on this objective are designed and the teacher promotes interaction with the observed object using appropriate didactic material, the description can be a platform to promote the development of scientific observation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Observación científica]]></kwd>
<kwd lng="es"><![CDATA[Habilidades científicas]]></kwd>
<kwd lng="es"><![CDATA[Progresión de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Preescolar]]></kwd>
<kwd lng="es"><![CDATA[Plantas]]></kwd>
<kwd lng="en"><![CDATA[Scientific observation]]></kwd>
<kwd lng="en"><![CDATA[Science skills]]></kwd>
<kwd lng="en"><![CDATA[Learning progression]]></kwd>
<kwd lng="en"><![CDATA[Preschool]]></kwd>
<kwd lng="en"><![CDATA[Plants]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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