<?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>S1409-42582023000100042</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-1.14275</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diseño, implementación y resultados de un taller para estudiantado reprobado de física universitaria en ingeniería química]]></article-title>
<article-title xml:lang="en"><![CDATA[Design, Implementation, and Results of a Workshop for Students Failing University Physics in Chemical Engineering]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenho, implementação e resultados de uma oficina para estudantes reprovados na faculdade de física em engenharia química]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escobar-Moreno]]></surname>
<given-names><![CDATA[Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Díaz]]></surname>
<given-names><![CDATA[Mario Humberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación de Ciencia Aplicada y Tecnología Avanzada ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación de Ciencia Aplicada y Tecnología Avanzada ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>42</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000100042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000100042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000100042&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Diseñar una intervención psicopedagógica (taller) basada en una planeación didáctica, articulada al modelo 5 E, diferente a lo realizado históricamente en la Academia de Física de una universidad pública mexicana.  Metodología.  Esta indagación fue descriptiva, con enfoque etnográfico. Se utilizaron instrumentos para la recogida de datos, tales como: un examen diagnóstico de mecánica clásica para ingeniería con validez de contenido, la prueba ADHD Rating Scale, teoría de los cinco grandes factores de la personalidad, hoja de vida, entrevista directa; para el análisis de estos datos se utiliza triangulación metodológica.  Resultados.  La intervención tuvo un 100% de aprobación, ya que hay evidencia empírica que señala que la planeación didáctica basada en el modelo 5 E ex profeso para el mencionado taller; con actividades con alto contenido pedagógico y el uso intensivo de tecnologías del aprendizaje y el conocimiento, es útil y estimulante. También, se caracterizaron rasgos y hábitos de estudio del grupo de participantes.  Conclusiones.  De acuerdo con ADHD Rating Scale, presumiblemente, el estudiantado no reporta TDAH; destacan de este instrumento marcadores de inatención y producto de la teoría de los cinco factores no hay indicios del rasgo responsabilidad. Así, la intervención psicopedagógica favorece el fortalecimiento de hábitos de estudio en el estudiantado rezagado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Aim.  To design a psycho-pedagogical intervention (workshop) based on didactic planning, articulated to the 5 E model. It is an intervention different from what has been done historically in the Physics Academy of a Mexican public university.  Methodology.  This research project had a descriptive and ethnographic approach. Various instruments were used for data collection, including a diagnostic test of classical mechanics for engineering with content validity, the ADHD Rating Scale test, the Big Five personality factors theory, resumes, and direct interviews. These data were analyzed with a methodological triangulation.  Results.  The intervention had 100% approval since empirical evidence shows that didactic planning is useful and stimulating. This planning is based on the 5 E model, specifically for the aforementioned workshop, with activities with high pedagogical content and the intensive use of learning and knowledge technologies. Also, the traits and study habits of participants were characterized.  Conclusions.  According to the ADHD Rating Scale, presumably, the student body does not report ADHD; inattention markers stand out from this instrument, and as a result of the five-factor theory, there are no indications of the responsibility trait. Thus, the psycho-pedagogical intervention favors strengthening study habits in the lagging student body.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Desenhar uma intervenção psicopedagógica (oficina) com base em um planejamento didático articulado ao modelo 5E, diferente do que tem sido feito historicamente na Academia de Física de uma universidade pública mexicana.  Metodologia.  Esta investigação foi descritiva, com abordagem etnográfica. Para a coleta de dados, foram utilizados instrumentos como o teste diagnóstico de mecânica clássica para engenharia com validade de conteúdo e teste de escala de avaliação de TDAH, a teoria dos cinco grandes fatores de personalidade, o currículo e a entrevista direta; a triangulação metodológica é utilizada para a análise desses dados.  Resultados.  A intervenção teve 100% de aprovação, visto que há evidências empíricas que indicam que o planejamento didático baseado no modelo 5 E expressamente para a referida oficina, com atividades de alto conteúdo pedagógico e o uso intensivo de tecnologias de aprendizagem e conhecimento, é útil e estimulante. Além disso, foram caracterizados traços e hábitos de estudo do grupo de participantes.  Conclusões.  De acordo com a Escala de Avaliação de TDAH, presumivelmente o corpo discente não reporta TDAH. Destacam-se neste instrumento marcadores de desatenção e como resultado da teoria dos cinco fatores não há indícios do traço de responsabilidade. Assim, a intervenção psicopedagógica favorece o fortalecimento dos hábitos de estudo no corpo discente defasado.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Mecánica clásica]]></kwd>
<kwd lng="es"><![CDATA[planeación didáctica]]></kwd>
<kwd lng="es"><![CDATA[tecnologías aplicadas al conocimiento]]></kwd>
<kwd lng="es"><![CDATA[atención personalizada]]></kwd>
<kwd lng="en"><![CDATA[Classical mechanics]]></kwd>
<kwd lng="en"><![CDATA[didactic planning]]></kwd>
<kwd lng="en"><![CDATA[technologies applied to knowledge]]></kwd>
<kwd lng="en"><![CDATA[personalized attention]]></kwd>
<kwd lng="pt"><![CDATA[Mecânica clássica]]></kwd>
<kwd lng="pt"><![CDATA[planejamento didático]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias aplicadas ao conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[atenção personalizada]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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