<?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>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2020000300119</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2020.3.75733</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje conceptual del tema concentración de disoluciones: análisis de imágenes de libros de texto universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptual learning of the topic concentration of solutions: image analysis from university textbooks]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Raviolo]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farré]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Río Negro  ]]></institution>
<addr-line><![CDATA[Bariloche ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Río Negro  ]]></institution>
<addr-line><![CDATA[Bariloche ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>31</volume>
<numero>3</numero>
<fpage>119</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2020000300119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2020000300119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2020000300119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se realiza una breve discusión en torno al rol de las imágenes en el aprendizaje y al papel que juegan en los libros de texto. También se lleva adelante una revisión de las principales dificultades y concepciones alternativas que presentan estudiantes de nivel medio y universitario en el aprendizaje del tema concentración de disoluciones y, sobre esta base, se especifican los aspectos conceptuales deseables a ser abordados en la enseñanza de este tema. Posteriormente se indaga si estos aspectos son tenidos en cuenta en explicaciones o ejercicios que empleen imágenes en libros de texto de primer año de universidad. Se analizaron 25 libros de química general editados entre los años 2000-2020, hallándose que los textos editados en los últimos 10 años han duplicado el número de imágenes sobre aspectos conceptuales de concentración, con respecto a los 10 años anteriores, y que ha aumentado el uso de diagramas de partículas. Se discuten las implicancias educativas de los resultados encontrados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article offers a brief discussion about the impact of images in learning and the role they play in textbooks. A review of the main difficulties and alternative conceptions presented by middle and university students in learning of the topic concentration of solutions is also carried out and, on this basis, the desirable conceptual aspects to be addressed in teaching this topic are specified. Subsequently, it is examined whether these aspects are taken into account in explanations or exercises that use images in textbooks of the first year of university. Twenty five general chemistry books published between the years 2000-2020 were analyzed, finding that the texts published in the last 10 years have doubled the number of images on conceptual aspects of concentration, compared to the previous ten years, and that the use of diagrams of particles has increased. The educational implications of the results found are discussed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Imágenes]]></kwd>
<kwd lng="es"><![CDATA[Libros de texto]]></kwd>
<kwd lng="es"><![CDATA[Concentración disoluciones]]></kwd>
<kwd lng="es"><![CDATA[Abordaje conceptual]]></kwd>
<kwd lng="en"><![CDATA[Images]]></kwd>
<kwd lng="en"><![CDATA[Textbooks]]></kwd>
<kwd lng="en"><![CDATA[Concentration solutions]]></kwd>
<kwd lng="en"><![CDATA[Conceptual approach]]></kwd>
</kwd-group>
</article-meta>
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