<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582020000300429</article-id>
<article-id pub-id-type="doi">10.15359/ree.24-3.21</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación diagnóstica de habilidades de pensamiento e informacionales a través del diseño y aplicación de tres instrumentos para estudiantes de primer grado de educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Diagnostic Evaluation of Thinking and Information Skills Through the Design and Application of Three Instruments for Children at First Grade of Elementary School]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação diagnóstica de habilidades de pensamento e informação através do desenho e aplicação de três instrumentos para crianças na primeira série do ensino fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-López]]></surname>
<given-names><![CDATA[Mariela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machin-Mastromatteo]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tarango]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Chihuahua  ]]></institution>
<addr-line><![CDATA[ Chihuahua]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Chihuahua  ]]></institution>
<addr-line><![CDATA[ Chihuahua]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Chihuahua  ]]></institution>
<addr-line><![CDATA[ Chihuahua]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<fpage>429</fpage>
<lpage>453</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582020000300429&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582020000300429&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582020000300429&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo toma como referencia las problemáticas de la falta de habilidades para la lectura, las matemáticas y la ciencia, según la realidad del sistema educativo público mexicano, así como los resultados obtenidos en las evaluaciones promovidas por la Organización para la Cooperación y el Desarrollo Económico (OCDE). La investigación se basó en un estudio cuantitativo, el cual se obtuvo de una evaluación diagnóstica sobre el desarrollo de habilidades informacionales y de pensamiento en la niñez de educación básica, para lo cual se diseñaron y se aplicaron tres instrumentos sobre habilidades de pensamiento, pensamiento matemático, así como competencias informacionales, de lenguaje y de comunicación en la niñez, para conocer el nivel de habilidades desarrolladas previo a incorporarse al programa del nuevo modelo educativo propuesto por la Secretaría de Educación Pública (SEP) de México. Se aplicó el método diagnóstico de situación educativa (DS): i) un examen de 20 ejercicios para medir el nivel de desarrollo de cada habilidad en estudio; ii) una rúbrica para evaluar las respuestas de la niñez; y iii) una tabla para anotar los resultados de cada habilidad. Las conclusiones de esta evaluación diagnóstica incluyen que este estudiantado, que se encuentran en la etapa preoperatoria, tiene cierto desarrollo en sus habilidades de pensamiento (observación, comparación, clasificación, ordenación, inferencias, memoria y narración de historias); habilidades lingüísticas (escriben su nombre sin apellidos, comunican emociones, narran historias breves sobresale el lenguaje oral); y habilidades informacionales (no se tienen nociones de conceptos que intervienen).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article takes as reference the problems that exist due to the lack of reading, mathematics and science skills, according to the reality of the Mexican public education system, as well as the results obtained in the evaluations promoted by the Organisation for Economic Cooperation and Development (OECD). The research was based on a quantitative study, which was conducted from a diagnostic evaluation on the development of information and thinking skills in children in basic education school. This research designed and applied three instruments on thinking skills, mathematical thinking, and information, language and communication skills in children. The research aimed to know the level of skills developed prior to joining the program of the new educational model proposed by the Ministry of Public Education (SEP) of Mexico when applying the method of the diagnosis of educational situation (DS) that has the following components: i) an examination of 20 exercises to measure the level of development of each skill under study; ii) a rubric to evaluate the children&#8217;s responses; and iii) a table to record the results of each skill. The diagnostic evaluation concluded that students, who are in the preoperative stage, have some development in their thinking skills (observation, comparison, classification, ordering, inferences, memory and storytelling), linguistic skills (they write their name, without surnames, communicate emotions, tell short stories, oral language stands out), and informative skills (there are no notions of concepts that intervene).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Resumo: Este artigo toma como referência as problemáticas da falta de habilidades para a leitura, a matemática e a ciência, de acordo com a realidade do sistema de ensino público mexicano, bem como os resultados obtidos nas avaliações promovidas pela Organização para Cooperação e Desenvolvimento Econômico (OCDE). A pesquisa foi baseada em um estudo quantitativo, que foi obtido a partir de uma avaliação diagnóstica sobre o desenvolvimento de habilidades de informação e pensamento em crianças da educação fundamental, para as quais foram protejados e aplicados três instrumentos sobre habilidades de raciocínio, pensamento matemático e habilidades de informação, linguagem e comunicação em crianças, para conhecer o nível de habilidades desenvolvidas antes de aderir ao programa do novo modelo educacional proposto pela Secretaria da Educação Pública (SEP) do México. Foi aplicado o método diagnóstico de Situação Educacional (DS): i) um exame de 20 exercícios para medir o nível de desenvolvimento de cada habilidade em estudo; ii) uma rubrica para avaliar as respostas das crianças; e iii) uma tabela para registrar os resultados de cada habilidade. As conclusões dessa avaliação diagnóstica incluem que estes estudantes que se encontram na etapa pré-operatória, possuem algum desenvolvimento em suas habilidades de pensamento (observação, comparação, classificação, ordenação, inferências, memória e narrar histórias); habilidades linguísticas (escrevem seu nome, sem sobrenomes, comunicam emoções, narram histórias curtas, destacam-se na linguagem oral); e habilidades informativas (não possuem noções de conceitos que intervêm).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[alfabetización informacional]]></kwd>
<kwd lng="es"><![CDATA[habilidades de pensamiento]]></kwd>
<kwd lng="es"><![CDATA[lenguaje]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[information literacy]]></kwd>
<kwd lng="en"><![CDATA[thinking skills]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[elementary education]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização informacional]]></kwd>
<kwd lng="pt"><![CDATA[habilidades de pensamento]]></kwd>
<kwd lng="pt"><![CDATA[linguagem]]></kwd>
<kwd lng="pt"><![CDATA[educação fundamental]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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