<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032016000200440</article-id>
<article-id pub-id-type="doi">10.15517/aie.v16i2.23995</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estilos cognitivos en la dimensión científica yaportaciones a estilos de enseñanza en docentes universitarios de química]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive styles in scientific dimension and contributions to theteaching styles of university chemistry professors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casas Mateus]]></surname>
<given-names><![CDATA[Jaime Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CO</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>440</fpage>
<lpage>462</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032016000200440&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032016000200440&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032016000200440&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen.Los estilos cognitivos y los de enseñanza han sido constructos objeto de investigación en las aulas universitarias. El presente ensayo pretende, primeramente, mostrar una condensada síntesis tanto de las tradiciones, desarrollos, enfoques y tendencias como de algunos estudios exploratorios, descriptivos o correlacionales relativos a los dos constructos, lo cual algunas veces implica el estudio de variables intervinientes. En segundo lugar, con una caracterización más integral y específica del profesorado universitario de química, este documento aborda dichos constructos; el estudio pretende ampliar el estado del arte, en dos vías: la primera toma en cuenta la dimensión científica en investigaciones anteriores a 1982 para el estudio del estilo cognitivo; la segunda tiene en cuenta la necesidad de la inclusión del ámbito del laboratorio para el estudio integral del estilo de enseñanza en este colectivo particular. Finalmente, el autor propone avanzar en el diseño y validación de instrumentos relativos a estos dos constructos y, posteriormente, estudiar las correlaciones entre el estilo de enseñanza, sea en el ámbito genérico (en la teoría) o en el ámbito específico (en el laboratorio) frente al respectivo estilo cognitivo en la dimensión científica en profesorado universitario de química.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract.Cognitive and teaching styles have been construct objects of research in university classrooms. This article seeks first to show a condensed synthesis of traditions, developments, approaches and trends, as well as some exploratory, descriptive or correlational studies regarding these two constructs, which sometimes involves the study of intervening variables. Secondly, with a more integral and specific characterization of chemistry university professors, this document deals with those constructs; the study aims to broaden the state of the art in two ways: the first one takes into account the scientific dimension on research studies carried out before 1982 for the study of cognitive style; la segunda takes into account the need of including the laboratory field for the comprehensive study of the teaching style in this particular group. Finally, the author proposes advancing in the design and validation of instruments related to these two constructs and, after this step, studying the correlations between teaching style, whether in the generic field (in theory) or in the specific field (in the laboratory) regarding each cognitive style in the scientific dimension in university chemistry professors.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estilo cognitivo]]></kwd>
<kwd lng="es"><![CDATA[estilo de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[dimensión científica]]></kwd>
<kwd lng="es"><![CDATA[docencia universitaria]]></kwd>
<kwd lng="es"><![CDATA[química.]]></kwd>
<kwd lng="en"><![CDATA[Cognitive style]]></kwd>
<kwd lng="en"><![CDATA[teaching style]]></kwd>
<kwd lng="en"><![CDATA[scientific dimension]]></kwd>
<kwd lng="en"><![CDATA[university teaching]]></kwd>
<kwd lng="en"><![CDATA[chemistry.]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Journal of Experimental Psychology]]></source>
<year>1948</year>
<volume>38</volume>
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<source><![CDATA[Personality through perception: An experimental and clinical study.]]></source>
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<article-title xml:lang=""><![CDATA[Field dependent and field independent cognitive styles and their educational implications]]></article-title>
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<numero>1</numero>
<issue>1</issue>
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</article>
