<?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>S2218-36202019000500075</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Scientific thinking model through English]]></article-title>
<article-title xml:lang="es"><![CDATA[Modelo de pensamiento científico a través de Inglés]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Hernández]]></surname>
<given-names><![CDATA[Alina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jané Hernández]]></surname>
<given-names><![CDATA[Ana del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Morales]]></surname>
<given-names><![CDATA[Fidelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica Estatal de Quevedo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Pinar del Río "Hermanos Saíz Montes de Oca"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>11</volume>
<numero>5</numero>
<fpage>75</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202019000500075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202019000500075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202019000500075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Besides providing theoretical and methodological background and tools for giving solution to professional problems, modelling scientific thinking and questioning should be one of the goals of any subject included in any university degree program. This does not exclude English, usually seen in EFL contexts mainly as a tool for communication and career development. This view has led to a contradiction among the priority conceded by the CES foreign language policy to English competence development, documented in the laws and regulations issued by this organism and the implementation of this legislation in the different universities. English, as any other language, is closely connected to thinking processes to conceptualize the world, thus it plays a great part in creating scientific language awareness and developing science literacy, which provides the basis for gaining knowledge of science content, understanding the world, society, and obviously, profession. This article presents the experience of using English for shaping students&#8217; professional competences through modelling scientific thinking and questioning in the frame of interactive collaborative work with other subjects. To explore the state of art of this research, the qualitative methodology has been used, which has led to establish philosophical, linguistic and didactic foundations for this proposal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Además de proporcionar el fundamento teórico y metodológico y las herramientas para brindar solución a los problemas profesionales, modelar el pensamiento y el cuestionamiento científicos debe constituir uno de los objetivos de cualquier asignatura incluida los programas universitarios de grado. Esto no excluye el inglés, por lo general visto en contextos enseñanza de lenguas extranjeras (ELE) principalmente como un instrumento para comunicarse y hacer carrera. Esta visión ha conducido a una contradicción entre la prioridad concedida por la política lingüística del Consejo de Educación Superior (CES) en relación con el idioma extranjero al desarrollo de competencia inglés, ha documentado en las leyes y regulaciones emitidas por este organismo y la puesta en práctica de esta legislación en las diferentes universidades diferentes. El inglés, como cualquier otra lengua, está estrechamente vinculado con los procesos del pensamiento y con la comprensión del mundo mediante la conceptuación de la realidad. Consecuentemente, desempeña un gran papel en la creación de la conciencia y alfabetización científicas, que proporcionan la base para profundizar en el contenido de la ciencia, la comprensión del mundo, de la sociedad, y obviamente, de la profesión. Este trabajo presenta la experiencia en el uso del inglés para formar las competencias profesionales de los estudiantes mediante la modelación del pensamiento y el cuestionamiento científicos en el marco de trabajo interactivo colaborativo con otras materias. Para explorar el estado de arte de esta investigación, se ha utilizado la metodología cualitativa que ha permitido establecer los fundamentos filosóficos, lingüísticos y didácticos para esta propuesta. El aprendizaje basado en proyectos (PBL) ha constituido la plataforma metodológica principal para su puesta en práctica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Professional projects]]></kwd>
<kwd lng="en"><![CDATA[project based teaching]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[thought]]></kwd>
<kwd lng="en"><![CDATA[science]]></kwd>
<kwd lng="es"><![CDATA[Proyectos profesionales]]></kwd>
<kwd lng="es"><![CDATA[enseñanza basada en proyectos]]></kwd>
<kwd lng="es"><![CDATA[lenguaje]]></kwd>
<kwd lng="es"><![CDATA[ciencia]]></kwd>
<kwd lng="es"><![CDATA[pensamiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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