Questions and cognitive processes in Chilean school textbooks of History, Geography and Social Sciences
Preguntas y procesos cognitivos en textos escolares chilenos de Historia, Geografía y Ciencias Sociales
| 2021 | |
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written questions cognitive process school textbooks social sciences preguntas escritas procesos cognitivos textos escolares Ciencias Sociales |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2290
https://hdl.handle.net/10895/3986 |
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| Acceso abierto |
| Sumario: | The present study aims to determine the dimension of the cognitive process promoted by the questions contained in the school textbooks of History, Geography and Social Sciences of basic education in Chile. It was a quantitative study in which 1775 questions were analyzed considering the taxonomy of Anderson and Krathwohl (2001). Non-parametric statistical tests were applied to the data obtained. Among the results, it is evident that the school texts present questions of memoristic and reproductive level, which leads to a low cognitive development of the students. Questions that demand higher cognitive levels represent a minimum percentage, despite their importance for the development of intellectual competencies, specifically, historical thinking. |
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