Preguntas y procesos cognitivos en textos escolares chilenos de Historia, Geografía y Ciencias Sociales

Andrea  Minte Münzenmayer; Alejandro  Sepúlveda Obreque; Danilo Díaz-Levicoy; Denis Igor Obando

doi:10.22235/pe.v14i1.2290

Authors

Andrea Minte Münzenmayer Universidad de Los Lagos https://orcid.org/0000-0002-8720-692X
Alejandro Sepúlveda Obreque Universidad de Los Lagos https://orcid.org/0000-0002-5033-8400
Danilo Díaz-Levicoy Universidad Católica del Maule https://orcid.org/0000-0001-8371-7899
Denis Igor Obando Departamento de Administración de Educación Municipal de Puerto Montt https://orcid.org/0000-0003-2349-3816

DOI:

https://doi.org/10.22235/pe.v14i1.2290

Keywords:

written questions, cognitive process, school textbooks, social sciences

Abstract

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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