Nivel cognitivo de las preguntas que formulan las educadoras de párvulos

Bernardita Tornero; Antonietta  Ramaciotti; Alicia  Truffello; Francisca  Valenzuela

doi:10.5294/edu.2015.18.2.5

Nivel cognitivo de las preguntas que formulan las educadoras de párvulos

Translated title of the contribution: The Cognitive Level of Questions Asked by Preschool Teachers

Bernardita Tornero^*, Antonietta Ramaciotti^*, Alicia Truffello^*, Francisca Valenzuela^*

^*Corresponding author for this work

Universidad de los Andes

Research output: Contribution to journal › Article › peer-review

Abstract

The primary objective of this study was to identify and classify into categories and subcategories the cognitive level of the questions asked by preschool teachers during “story time”. A model based on Bloom’s taxonomy, as adapted by Anderson, was constructed for this purpose, and 63 preschool teachers (transition level two) from 37 subsidized private schools in seven communes in the metropolitan area of Santiago de Chile were observed. The results showed that teachers asked 33 questions, on average, during “story time”. Even though most are open questions, they demand low levels of cognitive behavior.

Translated title of the contribution	The Cognitive Level of Questions Asked by Preschool Teachers
Original language	Spanish
Pages (from-to)	261-283
Journal	Educación y Educadores
Volume	18
Issue number	2
DOIs	https://doi.org/10.5294/edu.2015.18.2.5
State	Published - 3 Sep 2015

Keywords

Early childhood education
cognitive development
pedagogical question
development of thinking,
antiago de Chile (Source: Unesco Thesaurus)

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Cite this

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title = "Nivel cognitivo de las preguntas que formulan las educadoras de p{\'a}rvulos",

abstract = "The primary objective of this study was to identify and classify into categories and subcategories the cognitive level of the questions asked by preschool teachers during “story time”. A model based on Bloom{\textquoteright}s taxonomy, as adapted by Anderson, was constructed for this purpose, and 63 preschool teachers (transition level two) from 37 subsidized private schools in seven communes in the metropolitan area of Santiago de Chile were observed. The results showed that teachers asked 33 questions, on average, during “story time”. Even though most are open questions, they demand low levels of cognitive behavior.",

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author = "Bernardita Tornero and Antonietta Ramaciotti and Alicia Truffello and Francisca Valenzuela",

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AU - Tornero, Bernardita

AU - Ramaciotti, Antonietta

AU - Truffello, Alicia

AU - Valenzuela, Francisca

PY - 2015/9/3

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AB - The primary objective of this study was to identify and classify into categories and subcategories the cognitive level of the questions asked by preschool teachers during “story time”. A model based on Bloom’s taxonomy, as adapted by Anderson, was constructed for this purpose, and 63 preschool teachers (transition level two) from 37 subsidized private schools in seven communes in the metropolitan area of Santiago de Chile were observed. The results showed that teachers asked 33 questions, on average, during “story time”. Even though most are open questions, they demand low levels of cognitive behavior.

KW - Educación inicial, desarrollo cognitivo, pregunta pedagógica, desarrollo del pensamiento

KW - Early childhood education

KW - cognitive development

KW - pedagogical question

KW - development of thinking,

KW - antiago de Chile (Source: Unesco Thesaurus)

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JO - Educación y Educadores

JF - Educación y Educadores

IS - 2

ER -

Nivel cognitivo de las preguntas que formulan las educadoras de párvulos

Abstract

Keywords

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