<?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>S1516-73132025000100206</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320250008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aproximaciones teóricas y empíricas sobre formulación de buenas preguntas en la formación inicial del Profesorado de Ciencias]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical and empirical approaches to formulating good questions in science teacher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Conejera]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jara Campos]]></surname>
<given-names><![CDATA[Roxana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132025000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132025000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132025000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta un estado del arte sobre la formulación de preguntas en la formación inicial del profesorado de ciencias, analizando 12 estudios publicados entre 2013 y 2023 en bases de datos como WoS, Scopus, Springer, Taylor &amp; Francis y Google Scholar. El análisis aborda lo que se sabe teórica y empíricamente sobre esta temática y examina los enfoques e intervenciones que buscan mejorar la capacidad de formular preguntas en futuros profesores. Los resultados se organizan en dos secciones: en la primera, se describen los tipos de preguntas formuladas, el contenido científico y las demandas asociadas, además de las dificultades a la hora de formular preguntas; en la segunda, se analiza el tipo de investigación, el contexto y los participantes de los estudios, detallando intervenciones específicas o integradas en enfoques amplios como la investigación científica auténtica. Este trabajo busca contribuir a la mejora de la enseñanza de las ciencias mediante el desarrollo de competencias clave.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper summarizes the state of the art of question formulation in introductory science teacher education by reviewing 12 studies published between 2013 and 2023 in databases such as Web of Science, Scopus, Springer, Taylor &amp; Francis, and Google Scholar. Our analysis focuses on a theoretical and empirical understanding of how future science teachers formulate questions and evaluate strategies and interventions designed to improve this skill. The findings outline the types of questions formulated, their scientific content, and the challenges and demands future teachers face in developing these questions. In addition, we describe the types of research conducted, the contexts in which the studies took place, and the participants involved. We also describe different interventions and approaches for improving question formulation within specific science domains or through more general techniques, such as authentic science investigations and science practices.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Question]]></kwd>
<kwd lng="en"><![CDATA[Questioning techniques]]></kwd>
<kwd lng="en"><![CDATA[Didactic techniques]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial del profesor]]></kwd>
<kwd lng="es"><![CDATA[Pregunta]]></kwd>
<kwd lng="es"><![CDATA[Técnicas de preguntas]]></kwd>
<kwd lng="es"><![CDATA[Técnicas didácticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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