<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000301244</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i34.793</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias innovadoras y alfabetización científica de estudiantes en formación docente durante la pandemia COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Innovative strategies and scientific literacy of student teacher trainees during the COVID-19 pandemic]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias inovadoras e alfabetização científica de estudantes professores em treinamento durante a pandemia da COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Basilio]]></surname>
<given-names><![CDATA[Dionicio López]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paredes]]></surname>
<given-names><![CDATA[Hitlser Juan Castillo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carbajal]]></surname>
<given-names><![CDATA[Hugo Rueda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lovatón]]></surname>
<given-names><![CDATA[Javier Raúl Minaya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera]]></surname>
<given-names><![CDATA[Wilfredo Florencio Rojas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Daniel Alcides Carrión  ]]></institution>
<addr-line><![CDATA[Cerro de Pasco ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>34</numero>
<fpage>1244</fpage>
<lpage>1257</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000301244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000301244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000301244&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La alfabetización científica entre niños y adolescentes es actualmente una meta educativa prioritaria a nivel mundial. El objetivo de la investigación fue evaluar la influencia de las estrategias innovadoras en la alfabetización científica de estudiantes en formación docente durante COVID-19, con enfoque cuantitativo, de tipo preexperimental. La muestra estuvo conformada por dos grupos intactos de 67 estudiantes del V ciclo académico 2021-A y 2022-A de ambos sexos. Los datos recopilados se analizaron mediante la media aritmética y la prueba de hipótesis utilizando el t-Student. Los resultados demostraron que después de la implementación del programa de intervención, las calificaciones de ambos grupos mejoraron significativamente en comparación con el pretest, con un nivel de significancia de p = 0.000 &lt; 0.05. Como resultado, se aceptó la hipótesis de investigación y se concluyó que las estrategias innovadoras influyen positivamente en la alfabetización científica de los estudiantes en formación docente durante la pandemia COVID-19.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Scientific literacy among children and adolescents is currently a priority educational goal worldwide. The objective of the research was to evaluate the influence of innovative strategies on the scientific literacy of students in teacher training during COVID-19, with a quantitative, pre-experimental approach. The sample consisted of two intact groups of 67 students of the V academic cycle 2021-A and 2022-A of both sexes. The data collected were analyzed by arithmetic mean and hypothesis testing using the t-Student. The results showed that after the implementation of the intervention program, the grades of both groups improved significantly compared to the pretest, with a significance level of p = 0.000 &lt; 0.05. As a result, the research hypothesis was accepted and it was concluded that innovative strategies positively influence the scientific literacy of student teacher trainees during the COVID-19 pandemic.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A alfabetização científica de crianças e adolescentes é atualmente uma meta educacional prioritária em todo o mundo. O objetivo da pesquisa foi avaliar a influência de estratégias inovadoras na alfabetização científica de alunos em formação de professores durante a COVID-19, com uma abordagem quantitativa e pré-experimental. A amostra foi composta por dois grupos intactos de 67 alunos do V ciclo acadêmico 2021-A e 2022-A de ambos os sexos. Os dados coletados foram analisados por média aritmética e teste de hipótese usando o t-Student. Os resultados mostraram que, após a implementação do programa de intervenção, as notas de ambos os grupos melhoraram significativamente em comparação com o pré-teste, com um nível de significância de p = 0,000 &lt; 0,05. Como resultado, a hipótese da pesquisa foi aceita e concluiu-se que as estratégias inovadoras influenciam positivamente a alfabetização científica dos alunos professores durante a pandemia da COVID-19.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alfabetización científica]]></kwd>
<kwd lng="es"><![CDATA[Estrategia innovadoras]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes en formación]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Scientific literacy]]></kwd>
<kwd lng="en"><![CDATA[Innovative strategies]]></kwd>
<kwd lng="en"><![CDATA[Student trainees]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização científica]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias inovadoras]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes estagiários]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
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