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

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

^*Autor correspondiente de este trabajo

Universidad de los Andes

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

Resumen

El objetivo principal de este estudio es identifi car y clasifi car en categorías y subcategorías el nivel cognitivo de las preguntas formuladas por las educadoras de párvulos durante la “hora del cuento”. Para ello se confeccionó una pauta basándose en la taxonomía de Bloom adaptada por Anderson, y se observó a 63 educadoras de párvulos de segundo nivel de transición provenientes de 37 escuelas particulares subvencionadas de 7 comunas de la región metropolitana de Santiago de Chile. Los resultados señalan que, en promedio, las educadoras formulan 33 preguntas durante “la hora del cuento”, pero que a pesar de que la mayoría son preguntas abiertas, demandan bajos niveles cognitivos.

Título traducido de la contribución	The Cognitive Level of Questions Asked by Preschool Teachers
Idioma original	Español
Páginas (desde-hasta)	261-283
Publicación	Educación y Educadores
Volumen	18
N.º	2
DOI	https://doi.org/10.5294/edu.2015.18.2.5
Estado	Publicada - 3 sep. 2015

Palabras clave

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

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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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Nivel cognitivo de las preguntas que formulan las educadoras de párvulos

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