Preguntas formuladas en educación científica: un estudio comparativo colombiano-español
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dic 15, 2016
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Tarcilo Torres-Valois
http://orcid.org/0000-0002-0268-4878
Vicente Sanjosé-López
http://orcid.org/0000-0003-3806-1717
http://orcid.org/0000-0002-0268-4878
Vicente Sanjosé-López
http://orcid.org/0000-0003-3806-1717
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Resumen
El objetivo del presente trabajo fue evaluar el desarrollo de la competencia metacognitiva por medio de la formulación de preguntas. En este estudio se usaron dos dispositivos experimentales de ciencias con un comportamiento inesperado. Se pidió a los participantes realizar preguntas destinadas a comprender su funcionamiento. La evaluación contrastó el desempeño de estudiantes colombianos con estudiantes españoles equivalentes. Los resultados mostraron que los colombianos formulan significativamente más preguntas en general, y más preguntas de alta calidad, que los estudiantes españoles. Se concluyó que estos estudiantes han desarrollado su control de la comprensión de un modo eficaz.
Keywords
Understanding, learning processes, active learningComprensión, procesos de aprendizaje, aprendizaje activo
References
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Azevedo, R.; Guthrie, J. T. & Seibert, D. (2004). The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia. Journal of Educational Computing Research, 30(1/2), 87-111.
Baker, L. (1985). How Do We Know When We Don't Understand? Standards for Evaluating Text Comprehension. En Donna-Lynn Forrest-Pressley, Gordon E. MacKinnon, Thomas Gary Waller (eds.). Metacognition, Cognition and Human Performance, 155-205. New York: Academic Press.
Chin, C. & Osborne. J. (2008). Students' Questions: A Potential Resource for Teaching and Learning Science. Studies in Science Education, 44(1), 1-39. Recuperado de http://www.tandfonline.com/doi/full/10.1080/03057260701828101
Corno, L. (1986). The Metacognitive Control Components of self-Regulated Learning. Contemporary Educational Psychology, 11(4), 333-346.
Costa, J.; Caldeira, H.; Gallástegui, J. R. & Otero, J. (2000). An Analysis of Question Asking on Scientific Texts Explaining Natural Phenomena. Journal of Research in Science Teaching, 37(6), 602-614.
Dillon, J. T. (1990). The Practice of Questioning. New York: Routledge.
Flavell, J. H. (1976). Metacognitive Aspects of Problem Solving. En Lauren B. Resnick (ed.). The Nature of Intelligence, 231-236. Hillsdale, New Jersey: Erlbaum.
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry. American Psychologist, 34(10), 906-911.
Flavell, J. H. (1987). Speculation about the Nature and Development of Metacognition. En Franz E. Weinert & Rainer H. Kluwe (eds.). Metacognition, Motivation and Understanding, 21-30. Hillsdale, New Jersey: Lawrence Erlbaum.
Graesser, A. C. & Olde, B. A. (2003). How Does One Know Whether a Person Understands a Device? The Quality of the Questions the Person Asks When the Device Breaks Down. Journal of Edu- cational Psychology, 95(3), 524-536. Recuperado de http://www2.fiu.edu/~moseleyb/EDP6211/Questioning%20and%20comprehension.pdf
Graesser, A. C.; Rus, V.; Cai, Z. & Hu, X. (2012). Question Answering and Asking. En Philip M. McCarthy & Chutima Boonthum-Denecke (eds.). Applied Natural Language Processing and Content Analysis: Identification, Investigation and Resolution, 1-16. Hershey, Pennsylvania: IGI Global.
Graesser, A.; Singer, M. & Trabasso, T. (1994). Constructing Inferences during Text Comprehension. Psychological Review, 101(3), 371-395. Recuperado de https://www.macalester.edu/acade mics/psychology/ralilab/articles/Graesser,%20Singer,%20&%20Trabasso%20(1994)%20Constructing%20inferences%20during%20narrati ve%20text%20comprehension.pdf
Instituto Colombiano para el Fomento de la Educación Superior, ICFES (2013). Colombia en PISA 2012. Informe nacional de resultados. Resumen ejecutivo. Bogotá: ICFES. Recuperado de http://repository.udistrital.edu.co/bitstream/11349/2304/2/BeltranCastroArietaCecilia2015.JPG.pdf
Ishiwa, K.; Macías, A.; Maturano, C. & Otero, J. (2010). Generation of Information-Seeking Questions When Reading Science Texts for Understanding. Manuscrito pendiente de revisión.
Ishiwa, K.; Sanjosé, V. & Otero, J. (2013). Questioning and Reading Goals: Information-Seeking Questions Asked on Scientific Texts Read under Different Task Conditions. British Journal of Educational Psychology, 83(3), 502-520. DOI: 10.1111/j.20448279.2012.02079.x
León-Gascón, J. A. & Pérez, O. (2003). Taxonomías y tipos de inferencias. En José Antonio León-Gascón (ed.). Conocimiento y discurso: claves para inferir y comprender, 45-65. Madrid: Ediciones Pirámide.
Llorens, A. C. & Cerdán, R. (2012). Assessing the Comprehension of Questions in Task-Oriented Reading. Revista de Psicodidáctica, 17(2), 233-251. Recuperado de www.ehu.eus/ojs/index.php/psicodidactica/article/download/4496/5945. DOI: 10.1387/Rev.Psicodidact.4496
Macías, A. & Maturano, C. (2005). Las representaciones mentales de los estudiantes a partir de un texto y de una ilustración referidas a un mismo fenómeno físico. VII Congreso Internacional sobre Investigación en Didáctica de las Ciencias, Granada, España, 7 al 10 de septiembre de 2005. Enseñanza de las Ciencias, número extra, VII Congreso. Recuperado de https://ddd.uab.cat/pub/edlc/edlc_a2005nEXTRA/edlc_a2005nEXTRAp413repmen.pdf
Maturano, C. & Macías, A. (2004). Las preguntas formuladas por los alumnos muestran la falta de comprensión cuando leen textos de física. VII Simposio de Investigadores en Educación en Física, Santa Rosa, La Pampa, Argentina, 7 al 9 de octubre de 2004.
McKoon, G. & Ratcliff, R. (1992). Inference during Reading. Psychological Review, 99(3), 440-466.
Nelson, T. O. & Narens, L. (1990). Metamemory: A Theoretical Framework and New Findings. En Gordon H. Bower (ed.). The Psychology of Learning and Motivation: Advances in Research and Theory, Volume 26, 125-173. New York: Academic Press. Recuperado de http://www.imbs.uci.edu/~lnarens/1990/Nelson&Narens_Book_Chapter_1990.pdf
Organisation for Economic Co-operation and Development, OECD (2013). PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices, Volume IV. Paris: OECD Publishing. Recuperado de https://www.oecd.org/pisa/ke yfindings/pisa-2012-results-volume-IV.pdf. DOI: 10.1787/9789264091559-en
Organisation for Economic Co-operation and Development, OECD (2014). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science, Volume I, Revised edition, February 2014, PISA. Paris: OECD Publishing. Recuperado de https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf. DOI: 10.1787/9789264201118-en
Otero, J. (1996). Components of Comprehension Monitoring in the Acquisition of Knowledge from Science Texts. En Kathleen M. Fisher & Michael R. Kibby (eds.). Knowledge Acquisition, Organization and Use in Biology, 36-43. Berlin: NATO- Springer Verlag.
Otero, J. (2009). Question Generation and Anomaly Detection in Texts. En Douglas J. Hacker, John Dunlosky & Arthur C. Graesser (eds.). Handbook of Metacognition in Education, 47-58. New York: Routledge.
Sanjosé-López, V. & Torres-Valois, T. (2014). Generación de preguntas sobre información no textual: una validación empírica del modelo Obstáculo-Meta en la comprensión de dispositivos experimentales de ciencias. Universitas Psychologica, 13(1), 357-368. Recuperado de http://revistas.javeriana.edu.co/index.php/revPsycho/article/viewFile/3969/7083. DOI: 10.11144/Javeriana.UPSY13-1.gpin.
Sanjosé-López, V.; Torres-Valois, T. & Soto-Lombana, C. (2013). Effects of Scientific Information Format on the Comprehension Self-Monitoring Processes: Question Generation. Revista de Psicodidáctica, 18(2), 293-311. Recuperado de www.ehu.eus/ojs/index.php/psicodidactica/article/download/4623/6340. DOI: 10.1387/RevPsicodidact.4623
Torres, T.; Duque, J. K.; Ishiwa, K.; Sánchez, G.; Solaz-Portolés, J. J. & Sanjosé-López, V. (2012). Preguntas de los estudiantes de Educación Secundaria ante dispositivos. Enseñanza de las Ciencias, 30(1), 049-060. Recuperado de http://mobiroderic.uv.es/bitstream/handle/10550/42619/088627.pdf?sequence=1&isAllowed=y
Torres, T.; Milicic, B.; Soto, C. & Sanjosé, V. (2013). Generating Students' Information Seeking Questions in the scholar Lab: What Benefits Can We Expect from Inquiry Teaching Approaches? Eurasia Journal of Mathematics, Science Technology Education, 9(3), 259-272. Recuperado de http://www.iserjournals.com/journals/eurasia/vol/9/issue/3. DOI: 10.12973/eurasia.2013.934a.
Trabasso, T. & Magliano, J. P. (1996). Conscious Understanding during Comprehension. Discourse Processes, 21(3), 255-287.
Wang, M. C.; Haertel, G. D. & Walberg, H. J. (1993). Toward a Knowledge Base for School Learning. Review of Educational Research, 63(3), 249-294. Recuperado de https://rudai2010.wikispaces.com/file/view/Wang,+Haertel,+Walberg,+1993.pdf
White, B. & Frederiksen, J. (1998). Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students. Cognition and Instruction, 16(1), 3-118.
Zabrucky, K. & Ratner, H. H. (1986). Children's Comprehension Monitoring and Recall of Inconsistent Stories. Child Development, 57(6), 1401-1418.
Zabrucky, K. & Ratner, H. H. (1989). Effects of Reading Ability on Children's Comprehension Evaluation and Regulation. Journal of Reading Behavior, 21(1), 69-83. Recuperado de http://jlr.sagepub.com/content/21/1/69.full.pdf
Zabrucky, K. & Ratner, H. H. (1992). Effects of Passage Type on Comprehension Monitoring and Recall in Good and Poor Readers. Journal of Reading Behavior, 24(3), 373-391. Recuperado de http://jlr.sagepub.com/content/24/3/373.full.pdf
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3-17. Recuperado de http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/zimmerman90.pdf
Azevedo, R.; Guthrie, J. T. & Seibert, D. (2004). The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia. Journal of Educational Computing Research, 30(1/2), 87-111.
Baker, L. (1985). How Do We Know When We Don't Understand? Standards for Evaluating Text Comprehension. En Donna-Lynn Forrest-Pressley, Gordon E. MacKinnon, Thomas Gary Waller (eds.). Metacognition, Cognition and Human Performance, 155-205. New York: Academic Press.
Chin, C. & Osborne. J. (2008). Students' Questions: A Potential Resource for Teaching and Learning Science. Studies in Science Education, 44(1), 1-39. Recuperado de http://www.tandfonline.com/doi/full/10.1080/03057260701828101
Corno, L. (1986). The Metacognitive Control Components of self-Regulated Learning. Contemporary Educational Psychology, 11(4), 333-346.
Costa, J.; Caldeira, H.; Gallástegui, J. R. & Otero, J. (2000). An Analysis of Question Asking on Scientific Texts Explaining Natural Phenomena. Journal of Research in Science Teaching, 37(6), 602-614.
Dillon, J. T. (1990). The Practice of Questioning. New York: Routledge.
Flavell, J. H. (1976). Metacognitive Aspects of Problem Solving. En Lauren B. Resnick (ed.). The Nature of Intelligence, 231-236. Hillsdale, New Jersey: Erlbaum.
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry. American Psychologist, 34(10), 906-911.
Flavell, J. H. (1987). Speculation about the Nature and Development of Metacognition. En Franz E. Weinert & Rainer H. Kluwe (eds.). Metacognition, Motivation and Understanding, 21-30. Hillsdale, New Jersey: Lawrence Erlbaum.
Graesser, A. C. & Olde, B. A. (2003). How Does One Know Whether a Person Understands a Device? The Quality of the Questions the Person Asks When the Device Breaks Down. Journal of Edu- cational Psychology, 95(3), 524-536. Recuperado de http://www2.fiu.edu/~moseleyb/EDP6211/Questioning%20and%20comprehension.pdf
Graesser, A. C.; Rus, V.; Cai, Z. & Hu, X. (2012). Question Answering and Asking. En Philip M. McCarthy & Chutima Boonthum-Denecke (eds.). Applied Natural Language Processing and Content Analysis: Identification, Investigation and Resolution, 1-16. Hershey, Pennsylvania: IGI Global.
Graesser, A.; Singer, M. & Trabasso, T. (1994). Constructing Inferences during Text Comprehension. Psychological Review, 101(3), 371-395. Recuperado de https://www.macalester.edu/acade mics/psychology/ralilab/articles/Graesser,%20Singer,%20&%20Trabasso%20(1994)%20Constructing%20inferences%20during%20narrati ve%20text%20comprehension.pdf
Instituto Colombiano para el Fomento de la Educación Superior, ICFES (2013). Colombia en PISA 2012. Informe nacional de resultados. Resumen ejecutivo. Bogotá: ICFES. Recuperado de http://repository.udistrital.edu.co/bitstream/11349/2304/2/BeltranCastroArietaCecilia2015.JPG.pdf
Ishiwa, K.; Macías, A.; Maturano, C. & Otero, J. (2010). Generation of Information-Seeking Questions When Reading Science Texts for Understanding. Manuscrito pendiente de revisión.
Ishiwa, K.; Sanjosé, V. & Otero, J. (2013). Questioning and Reading Goals: Information-Seeking Questions Asked on Scientific Texts Read under Different Task Conditions. British Journal of Educational Psychology, 83(3), 502-520. DOI: 10.1111/j.20448279.2012.02079.x
León-Gascón, J. A. & Pérez, O. (2003). Taxonomías y tipos de inferencias. En José Antonio León-Gascón (ed.). Conocimiento y discurso: claves para inferir y comprender, 45-65. Madrid: Ediciones Pirámide.
Llorens, A. C. & Cerdán, R. (2012). Assessing the Comprehension of Questions in Task-Oriented Reading. Revista de Psicodidáctica, 17(2), 233-251. Recuperado de www.ehu.eus/ojs/index.php/psicodidactica/article/download/4496/5945. DOI: 10.1387/Rev.Psicodidact.4496
Macías, A. & Maturano, C. (2005). Las representaciones mentales de los estudiantes a partir de un texto y de una ilustración referidas a un mismo fenómeno físico. VII Congreso Internacional sobre Investigación en Didáctica de las Ciencias, Granada, España, 7 al 10 de septiembre de 2005. Enseñanza de las Ciencias, número extra, VII Congreso. Recuperado de https://ddd.uab.cat/pub/edlc/edlc_a2005nEXTRA/edlc_a2005nEXTRAp413repmen.pdf
Maturano, C. & Macías, A. (2004). Las preguntas formuladas por los alumnos muestran la falta de comprensión cuando leen textos de física. VII Simposio de Investigadores en Educación en Física, Santa Rosa, La Pampa, Argentina, 7 al 9 de octubre de 2004.
McKoon, G. & Ratcliff, R. (1992). Inference during Reading. Psychological Review, 99(3), 440-466.
Nelson, T. O. & Narens, L. (1990). Metamemory: A Theoretical Framework and New Findings. En Gordon H. Bower (ed.). The Psychology of Learning and Motivation: Advances in Research and Theory, Volume 26, 125-173. New York: Academic Press. Recuperado de http://www.imbs.uci.edu/~lnarens/1990/Nelson&Narens_Book_Chapter_1990.pdf
Organisation for Economic Co-operation and Development, OECD (2013). PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices, Volume IV. Paris: OECD Publishing. Recuperado de https://www.oecd.org/pisa/ke yfindings/pisa-2012-results-volume-IV.pdf. DOI: 10.1787/9789264091559-en
Organisation for Economic Co-operation and Development, OECD (2014). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science, Volume I, Revised edition, February 2014, PISA. Paris: OECD Publishing. Recuperado de https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf. DOI: 10.1787/9789264201118-en
Otero, J. (1996). Components of Comprehension Monitoring in the Acquisition of Knowledge from Science Texts. En Kathleen M. Fisher & Michael R. Kibby (eds.). Knowledge Acquisition, Organization and Use in Biology, 36-43. Berlin: NATO- Springer Verlag.
Otero, J. (2009). Question Generation and Anomaly Detection in Texts. En Douglas J. Hacker, John Dunlosky & Arthur C. Graesser (eds.). Handbook of Metacognition in Education, 47-58. New York: Routledge.
Sanjosé-López, V. & Torres-Valois, T. (2014). Generación de preguntas sobre información no textual: una validación empírica del modelo Obstáculo-Meta en la comprensión de dispositivos experimentales de ciencias. Universitas Psychologica, 13(1), 357-368. Recuperado de http://revistas.javeriana.edu.co/index.php/revPsycho/article/viewFile/3969/7083. DOI: 10.11144/Javeriana.UPSY13-1.gpin.
Sanjosé-López, V.; Torres-Valois, T. & Soto-Lombana, C. (2013). Effects of Scientific Information Format on the Comprehension Self-Monitoring Processes: Question Generation. Revista de Psicodidáctica, 18(2), 293-311. Recuperado de www.ehu.eus/ojs/index.php/psicodidactica/article/download/4623/6340. DOI: 10.1387/RevPsicodidact.4623
Torres, T.; Duque, J. K.; Ishiwa, K.; Sánchez, G.; Solaz-Portolés, J. J. & Sanjosé-López, V. (2012). Preguntas de los estudiantes de Educación Secundaria ante dispositivos. Enseñanza de las Ciencias, 30(1), 049-060. Recuperado de http://mobiroderic.uv.es/bitstream/handle/10550/42619/088627.pdf?sequence=1&isAllowed=y
Torres, T.; Milicic, B.; Soto, C. & Sanjosé, V. (2013). Generating Students' Information Seeking Questions in the scholar Lab: What Benefits Can We Expect from Inquiry Teaching Approaches? Eurasia Journal of Mathematics, Science Technology Education, 9(3), 259-272. Recuperado de http://www.iserjournals.com/journals/eurasia/vol/9/issue/3. DOI: 10.12973/eurasia.2013.934a.
Trabasso, T. & Magliano, J. P. (1996). Conscious Understanding during Comprehension. Discourse Processes, 21(3), 255-287.
Wang, M. C.; Haertel, G. D. & Walberg, H. J. (1993). Toward a Knowledge Base for School Learning. Review of Educational Research, 63(3), 249-294. Recuperado de https://rudai2010.wikispaces.com/file/view/Wang,+Haertel,+Walberg,+1993.pdf
White, B. & Frederiksen, J. (1998). Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students. Cognition and Instruction, 16(1), 3-118.
Zabrucky, K. & Ratner, H. H. (1986). Children's Comprehension Monitoring and Recall of Inconsistent Stories. Child Development, 57(6), 1401-1418.
Zabrucky, K. & Ratner, H. H. (1989). Effects of Reading Ability on Children's Comprehension Evaluation and Regulation. Journal of Reading Behavior, 21(1), 69-83. Recuperado de http://jlr.sagepub.com/content/21/1/69.full.pdf
Zabrucky, K. & Ratner, H. H. (1992). Effects of Passage Type on Comprehension Monitoring and Recall in Good and Poor Readers. Journal of Reading Behavior, 24(3), 373-391. Recuperado de http://jlr.sagepub.com/content/24/3/373.full.pdf
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3-17. Recuperado de http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/zimmerman90.pdf
Cómo citar
Torres-Valois, T., & Sanjosé-López, V. (2016). Preguntas formuladas en educación científica: un estudio comparativo colombiano-español. Magis, Revista Internacional De Investigación En Educación, 9(18), 209–224. https://doi.org/10.11144/Javeriana.m9-18.pfec
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