Habilidades de pensamiento en Educación Primaria: un análisis de libros de texto AICLE en España
DOI:
https://doi.org/10.30827/portalin.vi33.26647Palabras clave:
AICLE, taxonomía de Bloom, pensamiento crítico, habilidades del pensamiento, metacogniciónResumen
En el presente trabajo se realizará un análisis de libros de texto AICLE partiendo de la taxonomía de Bloom y de la posterior revisión de Anderson y Krathwohl. El objetivo es comprobar si los docentes disponen de un soporte bibliográfico coherente con los principios didácticos que la metodología AICLE impulsa. Se aplica como herramienta de análisis la tabla bidimensional desarrollada por estos autores, considerando la dimensión cognitiva y la dimensión de conocimiento. Dentro de la dimensión de conocimiento, el estudio se detiene en el nivel de conocimiento metacognitivo. Se analizan seis libros de texto de Natural Science de sexto curso de Educación Primaria diseñados por diferentes editoriales y actualmente en uso. Se pretende precisamente comprobar si estos desarrollan las habilidades de pensamiento de orden superior (HOTS), siendo estas destrezas necesarias para el correcto desarrollo de este enfoque. Se concluye que el 66% de los materiales analizados no desarrollan mínimamente los HOTS para una correcta implementación del enfoque AICLE, por lo que resulta necesario un cambio en la elaboración de materiales didácticos.
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Alexander, P., Dinsmore, D., Fox, E., Grossnickle, E., Loughlin, S., Maggioni, L. & Winters, F.I. (2011). Higher order thinking and knowledge: Domain-General and domain-Specific trends and future directions. In G. Schraw y D.R. Robinson (Eds.), Assessment of Higher Order Thinking Skills (pp. 49-56). Austin: Information Age Publishing Inc.
Alonso-Belmonte, I. & Fernández-Agüero, M. (2018). The C of cognition in CLIL teacher education: Some insights from classroom-Based research. In Y Kırkgöz, K. Dikilitaş. (Eds), Key Issues in English for Specific Purposes in Higher Education (pp. 305-321). Springer.
Amestoy de Sánchez, M. (2002). La investigación sobre el desarrollo y la enseñanza de las habilidades del pensamiento. Revista Electrónica de Investigación Educativa, 4(1). https://bit.ly/2EWHjKD
Anderson, L. & Krathwohl, D. (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Educational Objectives. Complete Edition. Longman.
Assaly, I.R. & Smadi, O.M. (2015). Using Bloom’s taxonomy to evaluate the cognitive levels of master class textbook’s questions. English Language Teaching, 8(5), 100-110.
Barbero, T. (2012). Assessment tools and practices in CLIL. In F. Quartapelle (Eds.), Assessment and evaluation in CLIL (pp. 38-56). AECLIL-EACEA.
Bloom, B. (1956). Taxonomy of educational objectives. Michigan: Longman.
Couto-Cantero, P. & Bobadilla-Pérez, M. (2018). Ten fundamentals for novice CLIL teachers, e-TEALS 9, 108-131.
Coyle, D. (1999). Sporting students in content and language integrated contexts: planning for effective classrooms, in J. Masih (Eds.), Learning Through a Foreign Language: Models, Methods and Outcomes (pp. 46-62). London: Centre for Information on Language Teaching and Research.
Coyle, D.; Hood, P. & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge University Press.
Dale, L., Es, V.D. & Tanner, R. (2010). CLIL skills. Leiden, the Netherlands: University of Leiden, Expertisecentrum mvt.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. John Benjamins Publishing.
De Bono, E. (1970). Lateral thinking. A textbook of creativity. Penguin.
Difabio de Anglat, H. (2005). El Critical thinking movement y la educación intelectual. Estudios sobre Educación, 9, 167-187.
French, J. & Rhoder, G. (2011). Teaching thinking dkills. Theory and practice. Routledge.
González Romero, R. (2015). Análisis holístico, diacrónico y multimodal de libros de texto de inglés como lengua extrajera: una nueva forma de mejorar la comprensión. Education forum, 13(19), 343-356.
Hahn, S. (2018). The problem of materials in CLIL – needs and perspectives of Austrian CLIL history teachers. Magistra der Philosophie. Wein, Universität Wein.
Heer, R. (2012). Model of taxonomy. Iowa State University: Center for Excellence in Learning and Teaching.
Higgins, S. (2015). A Recent history of teaching. In R. Wegerif, L. Li, & J.C. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking (pp. 19-28). Routledge.
Higgins, S. & Baumfield, V. (1998). A Defense of teaching general thinking skills. Journal of Philosophy of Education, 32(3), 391-398.
Huitt, W. (2011). Bloom taxonomy of the cognitive domain. Educational Psychology interactive. Valdosta, GA: Valdosta State University.
Igbaria, K.A. (2013). A content analysis of the WH-Questions in the EFL textbooks of horizons. International Educational Studies, 6(7), 200-224.
Koksal, D. & Ulum, Ö.G. (2018). Language assessment through Bloom’s Taxonomy. Journal of Language and Linguistic Studies 14(2), 76-88.
Krathwohl, D. (2002). A revision of Bloom’s taxonomy. An overview. Theory into Practice, 41(4), 212-264.
Kumar, R., Chowdhry, B.S. & Kazi, H. (2017). Identifying cognitive weaknesses in students
larning through Bloom’s taxonomy. JICTRA 8(2), 68-73.Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Boletín Oficial del Estado, 295, Diciembre 10th, 2013, 97858-97921.
Marzano, R. (2019). The Handbook for the new art and science of teaching. Bloomington: Solution Pree Press.
Mayer, R.E. (2002). Rote versus meaningful learning. Theory into Practice, 41:4. 226-232.
McGregor, D. (2007). Developing thinking developing learning. Berkshire: McGraw-Hill Education.
McGuiness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing pupils’ thinking. Nottingham: DfEE Publications.
McGuiness, C. (2000). Caught in the ACTs. Teaching Thinking, 1(2), 48-52.
McNamara, S. (2018). Aligning content to cognitive taxonomies: Art history syllabus design. Journal of Policy Studies 56, 55-61.
Mehisto, P., Marsh, D. & Frigols, M.J. (2008). Uncovering CLIL. Content and language integrated learning in bilingual and multilingual education.Mcmillan Publishers Limited.
Meyer, O. (2010). Towards quality-CLIL: successful planning and teaching strategies. Pulso, 33, 11-29.
Meyer, O., Coyle, D., Imhof, M. & Connolly, T. (2018). Beyond CLIL: Fostering student and teacher engagement for personal growth and deeper learning. In J.D. Martínez Agudo (Eds.), Emotions in second language teaching. Theory, research and teacher education. Springer.
Ministerio de Educación, Ciencia y Deporte (2011). Programa integral de aprendizaje de lenguas extranjeras. Conferencia de Educación, 23 de marzo de 2011. https://bit.ly/2EVpA5t
Ministerio de Educación y Formación Profesional (MEFP) (2018). Datos y cifras. Curso escolar 2018-19. Secretaría General Técnica. Subdirección General de Estadística y Estudios.
Moseley, D., Baumfield, V., Elliott, J., Gregson, M., Higgins, S., Miller, J. & Newton, D.P. (2005). Frameworks for thinking: A handbook for teaching and learning. Cambridge University Press.
Newsome, G. (2000). A Review of some promising approaches to understanding and improving thinking skills. Journal of Research and Development in Education, 33(4), 199-222.
Nickerson, R.D. (1986). Reflections on reasoning. Lawrence Erlbaum Associates.
Otto, A. & Estrada, J.L. (2019). Towards and understanding of CLIL assessment practices in a European context: Main assessment tools and the role of language in content sbjects. CLIL Journal of Innovation Research in Plurilingual and Pluricultural Education 2(1), 31-42.
Paul, R. (1982). Teaching critical thinking in the strong sense. Informal Logic Newsletter, 4(2), 2-7.
Pintrich, P.R. (2002). The role of metacognitive knowledge in learning, teaching and assessing. Theory into Practice, 41(4), 219-225.
Pohl, M. (2006). Still learning to think thinking to learn. Into Bloom’s and beyond. planning with a
thinking focus. Hawker Brownlow.
Reynolds, S.T. (2019). Validating Bloom’s revised taxonomy as a rubric for assessing middle school students’ levels of thinking. PhD Dissertation. Minneapolis, Walden University. Royal Decree 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria.
Saido, G.M., Siraj, S., Nordin, A.B.B. & Al_Amedy, O.S. (2015). Higher Order Thinking Skills Among Secondary School, Students in Science Learning. The Malaysian Online Journal of Educational Science 3(3), 13-20.
Santo-Tomás, M. (2011). From low to high order thinking skills in CLIL science primary text-books: A challenge for teachers and publishers. Unpublished Master’s Thesis. Universidad Complutense de Madrid.
Schietroma, E. (2019). Innovative STEM lessons, CLIL and ICT in multicultural classes. Journal of e-Learning and Knowledge Society 15(1), 183-193.
Sulistyo, G.H. (2019). Critical thinking: From psychological perspectives to pedagogical prospectives in EFL teaching contexts. Proceedings of MELTC (Muhammadiyah English language teaching conference). Department of English Education. University of Muhammadiyah Surabaya, 21st April, 2019.
Surmont, J., Struys, E., Van den Noort, M. & Van de Craen, P. (2016). The effects of CLIL on mathematical content learning: A longitudinal study. Studies in Second Language Learning and Teaching, 6(2), 319-337.
Swartz, R.J, Costa, A., Beyer, B., Reagan, R. & Kallick, B. (2008). Thinking based learning. Norwood, MA: Christopher Gordon Pub.
Swartz, R.J. & Perkins, D.N. (2016). Teaching thinking. Issues and approaches. Routledge.
Van de Craen, P., Mondt, K., Allain, L. & Gao, Y. (2007). Why and how CLIL works. An outline for a CLIL Theory. Vienna English Working Papers, 16(3), 70-78.
Van den Noort, M., Struys, E., Bosch, P., Jaswetz, L. Perriard, B., Yeo, S., Barisch, P., Vermeire, K., Lee, S.H. & Lim, S. (2019). Does the bilingual advantage in cognitive control est and if so, what are its modulating factors? A systematic review. Behav Sci (Basel), 9(3).
Wenglinsky, H. (2004). Facts of critical thinking skills. What NAEP results say. Educational Leadership, 62(1), 32-36.
Alonso-Belmonte, I. & Fernández-Agüero, M. (2018). The C of cognition in CLIL teacher education: Some insights from classroom-Based research. In Y Kırkgöz, K. Dikilitaş. (Eds), Key Issues in English for Specific Purposes in Higher Education (pp. 305-321). Springer.
Amestoy de Sánchez, M. (2002). La investigación sobre el desarrollo y la enseñanza de las habilidades del pensamiento. Revista Electrónica de Investigación Educativa, 4(1). https://bit.ly/2EWHjKD
Anderson, L. & Krathwohl, D. (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Educational Objectives. Complete Edition. Longman.
Assaly, I.R. & Smadi, O.M. (2015). Using Bloom’s taxonomy to evaluate the cognitive levels of master class textbook’s questions. English Language Teaching, 8(5), 100-110.
Barbero, T. (2012). Assessment tools and practices in CLIL. In F. Quartapelle (Eds.), Assessment and evaluation in CLIL (pp. 38-56). AECLIL-EACEA.
Bloom, B. (1956). Taxonomy of educational objectives. Michigan: Longman.
Couto-Cantero, P. & Bobadilla-Pérez, M. (2018). Ten fundamentals for novice CLIL teachers, e-TEALS 9, 108-131.
Coyle, D. (1999). Sporting students in content and language integrated contexts: planning for effective classrooms, in J. Masih (Eds.), Learning Through a Foreign Language: Models, Methods and Outcomes (pp. 46-62). London: Centre for Information on Language Teaching and Research.
Coyle, D.; Hood, P. & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge University Press.
Dale, L., Es, V.D. & Tanner, R. (2010). CLIL skills. Leiden, the Netherlands: University of Leiden, Expertisecentrum mvt.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. John Benjamins Publishing.
De Bono, E. (1970). Lateral thinking. A textbook of creativity. Penguin.
Difabio de Anglat, H. (2005). El Critical thinking movement y la educación intelectual. Estudios sobre Educación, 9, 167-187.
French, J. & Rhoder, G. (2011). Teaching thinking dkills. Theory and practice. Routledge.
González Romero, R. (2015). Análisis holístico, diacrónico y multimodal de libros de texto de inglés como lengua extrajera: una nueva forma de mejorar la comprensión. Education forum, 13(19), 343-356.
Hahn, S. (2018). The problem of materials in CLIL – needs and perspectives of Austrian CLIL history teachers. Magistra der Philosophie. Wein, Universität Wein.
Heer, R. (2012). Model of taxonomy. Iowa State University: Center for Excellence in Learning and Teaching.
Higgins, S. (2015). A Recent history of teaching. In R. Wegerif, L. Li, & J.C. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking (pp. 19-28). Routledge.
Higgins, S. & Baumfield, V. (1998). A Defense of teaching general thinking skills. Journal of Philosophy of Education, 32(3), 391-398.
Huitt, W. (2011). Bloom taxonomy of the cognitive domain. Educational Psychology interactive. Valdosta, GA: Valdosta State University.
Igbaria, K.A. (2013). A content analysis of the WH-Questions in the EFL textbooks of horizons. International Educational Studies, 6(7), 200-224.
Koksal, D. & Ulum, Ö.G. (2018). Language assessment through Bloom’s Taxonomy. Journal of Language and Linguistic Studies 14(2), 76-88.
Krathwohl, D. (2002). A revision of Bloom’s taxonomy. An overview. Theory into Practice, 41(4), 212-264.
Kumar, R., Chowdhry, B.S. & Kazi, H. (2017). Identifying cognitive weaknesses in students
larning through Bloom’s taxonomy. JICTRA 8(2), 68-73.Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Boletín Oficial del Estado, 295, Diciembre 10th, 2013, 97858-97921.
Marzano, R. (2019). The Handbook for the new art and science of teaching. Bloomington: Solution Pree Press.
Mayer, R.E. (2002). Rote versus meaningful learning. Theory into Practice, 41:4. 226-232.
McGregor, D. (2007). Developing thinking developing learning. Berkshire: McGraw-Hill Education.
McGuiness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing pupils’ thinking. Nottingham: DfEE Publications.
McGuiness, C. (2000). Caught in the ACTs. Teaching Thinking, 1(2), 48-52.
McNamara, S. (2018). Aligning content to cognitive taxonomies: Art history syllabus design. Journal of Policy Studies 56, 55-61.
Mehisto, P., Marsh, D. & Frigols, M.J. (2008). Uncovering CLIL. Content and language integrated learning in bilingual and multilingual education.Mcmillan Publishers Limited.
Meyer, O. (2010). Towards quality-CLIL: successful planning and teaching strategies. Pulso, 33, 11-29.
Meyer, O., Coyle, D., Imhof, M. & Connolly, T. (2018). Beyond CLIL: Fostering student and teacher engagement for personal growth and deeper learning. In J.D. Martínez Agudo (Eds.), Emotions in second language teaching. Theory, research and teacher education. Springer.
Ministerio de Educación, Ciencia y Deporte (2011). Programa integral de aprendizaje de lenguas extranjeras. Conferencia de Educación, 23 de marzo de 2011. https://bit.ly/2EVpA5t
Ministerio de Educación y Formación Profesional (MEFP) (2018). Datos y cifras. Curso escolar 2018-19. Secretaría General Técnica. Subdirección General de Estadística y Estudios.
Moseley, D., Baumfield, V., Elliott, J., Gregson, M., Higgins, S., Miller, J. & Newton, D.P. (2005). Frameworks for thinking: A handbook for teaching and learning. Cambridge University Press.
Newsome, G. (2000). A Review of some promising approaches to understanding and improving thinking skills. Journal of Research and Development in Education, 33(4), 199-222.
Nickerson, R.D. (1986). Reflections on reasoning. Lawrence Erlbaum Associates.
Otto, A. & Estrada, J.L. (2019). Towards and understanding of CLIL assessment practices in a European context: Main assessment tools and the role of language in content sbjects. CLIL Journal of Innovation Research in Plurilingual and Pluricultural Education 2(1), 31-42.
Paul, R. (1982). Teaching critical thinking in the strong sense. Informal Logic Newsletter, 4(2), 2-7.
Pintrich, P.R. (2002). The role of metacognitive knowledge in learning, teaching and assessing. Theory into Practice, 41(4), 219-225.
Pohl, M. (2006). Still learning to think thinking to learn. Into Bloom’s and beyond. planning with a
thinking focus. Hawker Brownlow.
Reynolds, S.T. (2019). Validating Bloom’s revised taxonomy as a rubric for assessing middle school students’ levels of thinking. PhD Dissertation. Minneapolis, Walden University. Royal Decree 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria.
Saido, G.M., Siraj, S., Nordin, A.B.B. & Al_Amedy, O.S. (2015). Higher Order Thinking Skills Among Secondary School, Students in Science Learning. The Malaysian Online Journal of Educational Science 3(3), 13-20.
Santo-Tomás, M. (2011). From low to high order thinking skills in CLIL science primary text-books: A challenge for teachers and publishers. Unpublished Master’s Thesis. Universidad Complutense de Madrid.
Schietroma, E. (2019). Innovative STEM lessons, CLIL and ICT in multicultural classes. Journal of e-Learning and Knowledge Society 15(1), 183-193.
Sulistyo, G.H. (2019). Critical thinking: From psychological perspectives to pedagogical prospectives in EFL teaching contexts. Proceedings of MELTC (Muhammadiyah English language teaching conference). Department of English Education. University of Muhammadiyah Surabaya, 21st April, 2019.
Surmont, J., Struys, E., Van den Noort, M. & Van de Craen, P. (2016). The effects of CLIL on mathematical content learning: A longitudinal study. Studies in Second Language Learning and Teaching, 6(2), 319-337.
Swartz, R.J, Costa, A., Beyer, B., Reagan, R. & Kallick, B. (2008). Thinking based learning. Norwood, MA: Christopher Gordon Pub.
Swartz, R.J. & Perkins, D.N. (2016). Teaching thinking. Issues and approaches. Routledge.
Van de Craen, P., Mondt, K., Allain, L. & Gao, Y. (2007). Why and how CLIL works. An outline for a CLIL Theory. Vienna English Working Papers, 16(3), 70-78.
Van den Noort, M., Struys, E., Bosch, P., Jaswetz, L. Perriard, B., Yeo, S., Barisch, P., Vermeire, K., Lee, S.H. & Lim, S. (2019). Does the bilingual advantage in cognitive control est and if so, what are its modulating factors? A systematic review. Behav Sci (Basel), 9(3).
Wenglinsky, H. (2004). Facts of critical thinking skills. What NAEP results say. Educational Leadership, 62(1), 32-36.
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Publicado
31-01-2020
Cómo citar
Romeu Peyró, M. C. ., Cerezo Herrero, E. ., & Llamas Pérez, E. . (2020). Habilidades de pensamiento en Educación Primaria: un análisis de libros de texto AICLE en España. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (33), 183–200. https://doi.org/10.30827/portalin.vi33.26647
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