Promoting Critical Thinking through the Modification of Questioning Verbs in Writing Assignments: A Study
DOI:
https://doi.org/10.17398/1988-8430.31.13Keywords:
Pensamiento crítico, composición, Taxonomía de Bloom, Motivación del estudiante, Preguntas/enunciadosAbstract
Este estudio propone un objetivo doble. Por un lado, un análisis del pensamiento crítico y su aplicación a través de la escritura en alumnos de 3º de la E.S.O. Para ello, se modificó el lenguaje de las preguntas de escritura del libro de texto. A continuación, se implementó una unidad didáctica que destaca la importancia del pensamiento reflexivo para el desarrollo de textos más ricos. Por tanto, el objetivo del estudio es la modificación de verbos de susodichas preguntas por otros en niveles altos de la taxonomía de Bloom. Esta información se recogió a través de observación, cuestionarios inicial y final, y una unidad didáctica con actividades de escritura evaluadas.
Abstract
The aim of the present study is twofold. First off, an analysis regarding 3rd E.S.O students' critical thinking application was procured from their performance from a piece of writing. To promote critical thinking, modification of the language of questions in the course book was purposely executed. This was then followed by an implementation of a whole Didactic Unit designed to enhance the role of reflective questions in the creation of more complex writings. This language modification was erected through the use of verbs contained in Bloom’s taxonomy higher orders. The changes that led students to write longer texts or express more elaborate ideas are also addressed. The data was collected via observation, pre and post questionnaires, and writing assignments.
Keywords: Critical thinking; Writing; Bloom’s taxonomy; Student motivation; Questions.
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