<?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>S1409-42582026000100184</article-id>
<article-id pub-id-type="doi">10.15359/ree.30-1.20949</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relaciones causales y comprensión lectora en textos de ciencias en docentes en formación]]></article-title>
<article-title xml:lang="en"><![CDATA[Causal relationships and reading comprehension in science texts among pre-service teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relações causais e compreensão de leitura em textos científicos entre professores em formação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Merchán]]></surname>
<given-names><![CDATA[Nidia Yaneth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solbes-Matarredona]]></surname>
<given-names><![CDATA[Jordi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barnabe-Correa]]></surname>
<given-names><![CDATA[Thiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[Tunja ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valencia  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[Uberaba ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>184</fpage>
<lpage>204</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582026000100184&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582026000100184&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582026000100184&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Este estudio analiza la influencia de diferentes niveles de formación académica en estudiantado de la licenciatura en la carrera de Ciencias Naturales y Educación Ambiental, cuando leen textos de física y química que contienen relaciones causales.  Metodología.  Es una investigación expostfacto de tipo descriptivo donde se aplicó un instrumento con tres textos de física y química utilizados por profesorado titular en sus asignaturas que contenían preguntas de relaciones causales. Participaron 65 estudiantes de primer, sexto y octavo semestre, que se constituye en una muestra no probabilística por conveniencia.  Resultados.  Hubo diferencias entre los tres grupos de personas lectoras en el establecimiento de las relaciones causales y su incidencia en la comprensión textual, así como el procesamiento estratégico del texto; se identificó una influencia de los conocimientos previos a la hora de establecer las relaciones causales en el estudiantado experimentado y dificultades en la asociación con las oraciones que le anteceden. El estudiantado novato empleó un procesamiento estratégico mediante una lectura atenta que favoreció la interpretación y el sentido del texto.  Conclusiones.  El estudiantado novato adopta un enfoque fragmentado mientras que las personas estudiantes con más experiencia emplean estrategias orientadas a la construcción de significado. Se evidenció mayor facilidad para comprender textos de química que de física, y la necesidad de proponer ejercicios que involucren relaciones causales, desde los primeros semestres.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This study analyzes the influence of different levels of academic training in students enrolled in the undergraduate program in Natural Sciences and Environmental Education when reading physics and chemistry texts that contain causal relations.  Methodology.  This research corresponds to an ex post facto, descriptive study in which an instrument was provided containing three physics and chemistry texts used by full-time faculty members in their courses. These texts included questions on causal relations. A total of 65 students from the first, sixth, and eighth semesters participated, selected through non&#8209;probabilistic convenience sampling.  Results.  Differences were found among the three groups of readers regarding their ability to establish causal relations and the impact of these relations on textual comprehension, as well as on strategic text processing. An influence of prior knowledge was identified when establishing causal relations among more experienced students, along with difficulties in associating them with preceding sentences. Novice students employed strategic processing through careful reading, which supported text interpretation and meaning-making.  Conclusions.  Novice students tend to adopt a fragmented approach, whereas more experienced students use strategies aimed at constructing meaning. The study revealed greater ease in understanding chemistry texts compared to physics texts and highlighted the need to introduce exercises involving causal relations from the earliest semesters.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Este estudo analisa a influência de diferentes níveis de formação acadêmica em estudantes do curso de Licenciatura em Ciências Naturais e Educação Ambiental, quando leem textos de física e química que contêm relações causais.  Metodologia.  Trata&#8209;se de uma pesquisa ex post facto, de caráter descritivo, na qual foi aplicado um instrumento composto por três textos de física e química utilizados por docentes titulares em suas disciplinas, contendo perguntas sobre relações causais. Participaram 65 estudantes do primeiro, sexto e oitavo semestres, selecionados por amostragem não probabilística por conveniência.  Resultados.  Houve diferenças entre os três grupos de leitores no estabelecimento das relações causais e em sua incidência na compreensão textual, bem como no processamento estratégico do texto. Identificou&#8209;se a influência dos conhecimentos prévios na hora de estabelecer as relações causais entre os estudantes mais experientes, além de dificuldades na associação com as sentenças anteriores. Os estudantes iniciantes empregaram um processamento estratégico por meio de uma leitura atenta, o que favoreceu a interpretação e a construção de sentido do texto.  Conclusões.  Os estudantes iniciantes tendem a adotar uma abordagem fragmentada, enquanto os mais experientes utilizam estratégias orientadas à construção de significado. Evidenciou&#8209;se maior facilidade na compreensão de textos de química em comparação aos de física, bem como a necessidade de propor exercícios que envolvam relações causais desde os primeiros semestres.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión de textos]]></kwd>
<kwd lng="es"><![CDATA[educación en ciencia]]></kwd>
<kwd lng="es"><![CDATA[inferencias]]></kwd>
<kwd lng="es"><![CDATA[relaciones causales]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="en"><![CDATA[Text comprehension]]></kwd>
<kwd lng="en"><![CDATA[science education]]></kwd>
<kwd lng="en"><![CDATA[inferences]]></kwd>
<kwd lng="en"><![CDATA[causal relationships]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão de texto]]></kwd>
<kwd lng="pt"><![CDATA[educação em ciências]]></kwd>
<kwd lng="pt"><![CDATA[inferências]]></kwd>
<kwd lng="pt"><![CDATA[relações causáis]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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