<?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>S1409-42582023000200069</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-2.15806</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aporte de los laboratorios remotos a la alfabetización científica: Un caso de estudio]]></article-title>
<article-title xml:lang="en"><![CDATA[Contribution of remote laboratories to scientific literacy: A case study]]></article-title>
<article-title xml:lang="pt"><![CDATA[Contribuição de laboratórios remotos para a alfabetização científica: Um estudo de caso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zárate-Moedano]]></surname>
<given-names><![CDATA[Ramón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canchola-Magdaleno]]></surname>
<given-names><![CDATA[Sandra Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suarez-Medellín]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Escuela Normal Veracruzana  ]]></institution>
<addr-line><![CDATA[Xalapa ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ Querétaro]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[Xalapa ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>69</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000200069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Evaluar si la utilización de laboratorios remotos como material didáctico mejora los conocimientos, habilidades y actitudes y desarrolla el nivel de alfabetización científica del alumnado de telesecundaria.  Metodología.  La metodología aplicada es mixta, cuasiexperimental pretest-postest. Las personas participantes es todo el estudiantado de segundo grado de secundaria (n=21) y la maestra del grupo correspondiente a la asignatura de ciencias (física). La recolección de datos se hace con cuestionarios y recolección de evidencias de aprendizaje. Para su análisis se llevó a cabo una prueba t para muestras independientes de las diferencias de la calificación postest/pretest entre estudiantes que utilizaron los laboratorios remotos y estudiantes pertenecientes al grupo de control, así como la triangulación de datos cuantitativos y cualitativos.  Resultados.  Los resultados y principales hallazgos muestran que los laboratorios remotos ayudan a desarrollar la alfabetización científica del estudiantado. El grupo que utilizó los laboratorios remotos mostró una mejoría de dos puntos en promedio en los resultados de la prueba postest con respecto a la prueba pretest, mientras que en el caso del grupo control no existe dicha mejoría.  Conclusiones.  Tanto la facilidad de uso como la pertinencia de los laboratorios electrónicos en la enseñanza de las ciencias favorecen la selección de actividades de indagación y evidencias experimentales de aprendizaje a través de la interacción física con fenómenos naturales.  Recomendaciones.  Si bien los laboratorios electrónicos no sustituyen un laboratorio formal, el uso de esta tecnología permite crear un laboratorio escolar fácil de utilizar, por lo cual es particularmente importante su integración en contextos escolares con recursos escasos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Aim.  The aim is to evaluate whether the use of remote laboratories as didactic material improves knowledge, skills, and attitudes and develops the level of scientific literacy of telesecundaria (distance education programs for secondary school) students.  Method.  This study applies a mixed, quasi-experimental pretest/post-test methodology. The participants are all second-grade high school students (n=21) and their corresponding science teacher (Physics). Data were collected with questionnaires and by gathering learning evidence. The data analysis implemented a t-test for independent samples of the differences in the post-test/ pre-test score between the students that used the remote laboratories and the students from the control group; the analysis also triangulated quantitative and qualitative data.  Results.  The results and main findings show that remote laboratories help students develop scientific literacy. Furthermore, the group that used the remote laboratories showed an improvement of two points on average in the post-test results compared to the pre-test, while in the case of the control group, there was no such improvement.  Conclusions. The conclusions reached are that the ease of use and relevance of electronic laboratories in science education favor the selection of inquiry activities and experimental evidence of learning through physical interaction with natural phenomena.  Recommendations.  Although electronic laboratories do not replace a formal laboratory, the use of this technology aids in the creation of an easy-to-use school laboratory. Its integration is particularly important in school contexts with scarce resources.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O objetivo é avaliar se o uso de laboratórios remotos como material didático melhora os conhecimentos, habilidades e atitudes, desenvolvendo o nível de alfabetização científica dos alunos da telesecundária.  Metodologia.  La metodologia é mista, quase experimental pré teste/pós-teste. Os participantes são todos os alunos do segundo ano (n=21) e o professor do grupo correspondente à disciplina de ciências (física). Os dados foram coletados através de questionários e da coleta de evidências de aprendizagem. Para sua análise, foi realizado um teste t para amostras independentes das diferenças na pontuação do pós-teste/pré-teste entre os alunos que usaram os laboratórios remotos e os alunos pertencentes ao grupo controle, bem como triangulação de dados quantitativos e dados qualitativos.  Resultados.  Os resultados e principais constatações mostram que os laboratórios remotos ajudam a desenvolver a alfabetização científica do corpo discente. O grupo que utilizou os laboratórios remotos apresentou uma melhora média de dois pontos nos resultados do pós-teste em relação ao pré-teste; enquanto no caso do grupo controle não houve essa melhora.  Conclusões.  As conclusões a que se chega são de que a facilidade de uso e a relevância dos laboratórios eletrônicos no ensino de ciências favorecem a seleção de atividades investigativas e evidências experimentais de aprendizagem por meio da interação física com fenômenos naturais.  Recomendações.  Embora os laboratórios eletrônicos não substituam um laboratório formal, a utilização desta tecnologia permite criar um laboratório escolar de fácil utilização, sendo a sua integração particularmente importante em contextos escolares com recursos escassos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[material didáctico]]></kwd>
<kwd lng="es"><![CDATA[laboratorio escolar]]></kwd>
<kwd lng="es"><![CDATA[experimento en clase]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[instructional materials]]></kwd>
<kwd lng="en"><![CDATA[school laboratories]]></kwd>
<kwd lng="en"><![CDATA[experiments]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="pt"><![CDATA[Educação científica]]></kwd>
<kwd lng="pt"><![CDATA[material didático]]></kwd>
<kwd lng="pt"><![CDATA[laboratórios escolares]]></kwd>
<kwd lng="pt"><![CDATA[experiências]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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