Promoting Critical Thinking Through the Modification of Questioning Verbs in Writing Assignments: A Study

• Pablo Agustín Artero Abellán ^[1]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: Tejuelo: Didáctica de la Lengua y la Literatura. Educación, ISSN-e 1988-8430, Nº. 31, 2020 (Ejemplar dedicado a: Interfaces in Language Teaching), págs. 13-46
• Idioma: inglés
• DOI: 10.17398/1988-8430.31.13
• Títulos paralelos:
  • El fomento del pensamiento crítico a través de la modificación de verbos interrogativos en actividades de escritura: un estudio
• Enlaces
  • Texto completo  1    2  
• Resumen
  • español

    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 ESO 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.

  • English

    The aim of the present study is twofold. First off, an analysis regarding 3rd ESO 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.

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