Las preguntas para la indagación y activación de pensamiento crítico en educación infantil

  1. Bargiela, Inés M. 1
  2. Blanco Anaya, Paloma 1
  3. Puig, Blanca 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Ano de publicación: 2022

Volume: 40

Número: 3

Páxinas: 11-28

Tipo: Artigo

DOI: 10.5565/REV/ENSCIENCIAS.5470 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Resumo

This paper explores the influence of the questions posed by a teacher in the activation of critical thinking among early childhood education students. We analysed the discursive interactions between the teacher and the students during an inquiry-based task about the fall of objects in order to identify which critical thinking skills and dispositions would be promoted among the students through teacher’s questions. The results show her questions activate the skills of explanation, inference, and analysis. Among the dispositions promoted by the teacher systematicity stands out. Nonetheless, the enactment on behalf of the children of some dispositions were not present, which might be explained by the fact that dispositions require more time to develop. It is concluded that the formulation of questions by the teacher activates critical thinking skills and that, were this teaching strategy an integral part of early childhood education, it would bring benefits to students.

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Fonte de datos: Dialnet