<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202022000500109</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Capacidad de indagación científica del profesorado de primaria en formación: efectos del género y de la formación previa]]></article-title>
<article-title xml:lang="en"><![CDATA[Scientific inquiry ability of pre-service primary school teachers: effects of gender and prior training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Izquierdo Sanchis]]></surname>
<given-names><![CDATA[Eva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solaz-Portolés]]></surname>
<given-names><![CDATA[Joan J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>5</numero>
<fpage>109</fpage>
<lpage>120</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202022000500109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202022000500109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202022000500109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo principal de este trabajo fue determinar el nivel de competencia en indagación científica del profesorado de primaria en formación inicial. Otros objetivos fueron analizar la influencia del género y de los estudios previos al acceso a la Universidad de este profesorado sobre los diversos elementos de la indagación científica, y evaluar cuáles de estos elementos resultan de mayor dificultad. Para ello, se administró un cuestionario de indagación científica a 178 estudiantes españoles del Grado en Maestro/a en Educación Primaria. De las puntuaciones obtenidas en el cuestionario y de las pruebas estadísticas llevadas a cabo se puede concluir que: a) la capacidad de indagación científica mostrada por este profesorado en formación es baja; b) la identificación de la variable dependiente, la emisión de hipótesis y el diseño de experimentos son los elementos de mayor dificultad; c) participantes de género femenino y quienes cursaron previamente un itinerario de Ciencias o Tecnología muestran una competencia en indagación científica más alta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this work was to determine the level of scientific inquiry competence of elementary school teacher trainees. Other objectives were to analyze the influence of gender and studies prior to university entrance on the various elements of scientific inquiry, and to evaluate which of these elements are more difficult. For this purpose, a scientific inquiry questionnaire was administered to 178 Spanish students of the Bachelor's Degree in Primary Education. From the scores obtained in the questionnaire and the statistical tests carried out, it can be concluded that: a) the scientific inquiry ability shown by these teachers in training is low; b) the identification of the dependent variable, the issuing of hypotheses and the design of experiments are the most difficult elements; c) female participants and those who previously studied a Science or Technology itinerary show a higher competence in scientific inquiry.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Indagación científica]]></kwd>
<kwd lng="es"><![CDATA[Profesorado de primaria en formación]]></kwd>
<kwd lng="es"><![CDATA[Efectos de género]]></kwd>
<kwd lng="es"><![CDATA[Efectos de formación previa]]></kwd>
<kwd lng="en"><![CDATA[Scientific inquiry]]></kwd>
<kwd lng="en"><![CDATA[Pre-service primary teachers]]></kwd>
<kwd lng="en"><![CDATA[Gender effects]]></kwd>
<kwd lng="en"><![CDATA[Prior training effects]]></kwd>
</kwd-group>
</article-meta>
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