Quasi-Experimental Design to Analysis Critical Thought in Secondary

Quasi-Experimental Design to Analysis Critical Thought in Secondary

Given the concern about levels of reading comprehension among teenagers and the growing influence of external models in their processes of building an identity, we propose that training teenagers to read literature in a critical manner can help make the process of building an identity more active, r...

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Autores principales: Martínez León, Patricia, Ballester Roca, Josep, Ibarra Rius, Noelia
格式: info:eu-repo/semantics/article
语言:spa
出版: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2018
主题:
Critical reading
literary analysis
identity.
Lectura crítica
análisis literario
identidad.
在线阅读:https://redie.uabc.mx/index.php/redie/article/view/1705
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id repositorioinstitucional-20.500.12930-6296
record_format dspace
spelling repositorioinstitucional-20.500.12930-62962023-05-09T15:05:00Z Quasi-Experimental Design to Analysis Critical Thought in Secondary Estudio cuasiexperimental para el análisis del pensamiento crítico en secundaria Martínez León, Patricia Ballester Roca, Josep Ibarra Rius, Noelia Critical reading literary analysis identity. Lectura crítica análisis literario identidad. Given the concern about levels of reading comprehension among teenagers and the growing influence of external models in their processes of building an identity, we propose that training teenagers to read literature in a critical manner can help make the process of building an identity more active, reflective, and independent. After an introduction to the concept of critical reading, we use textual commentary as the central approach in a sequence of activities for a group of students in the fourth year of secondary education. The aim is to stimulate two basic manifestations of critical thinking. We use a quasi-experimental design to analyse evidence of a critical perspective in the arguments of students from the experimental group when compared to arguments from students in a control group. Ante la preocupación por los bajos niveles de comprensión lectora del alumnado adolescente y la creciente influencia de modelos externos en sus procesos de construcción identitaria, el presente estudio propone una construcción más activa, reflexiva y autónoma para formar lectores críticos desde la educación literaria. Tras una aproximación a la noción de lectura crítica, la investigación se decanta por un comentario textual orientado al estímulo de dos manifestaciones básicas del pensamiento crítico, como actividad nuclear de una secuencia diseñada y puesta en práctica con un grupo de estudiantes de cuarto curso de Educación Secundaria Obligatoria. Utilizando un diseño cuasiexperimental se hace un análisis comparativo entre las evidencias del sentido crítico registradas en el discurso del grupo experimental y las encontradas en el discurso del grupo de control. 2018-12-12 2021-06-03T03:08:42Z 2021-06-03T03:08:42Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/1705 10.24320/redie.2018.20.4.1705 https://hdl.handle.net/20.500.12930/6296 spa https://redie.uabc.mx/index.php/redie/article/view/1705/1705 https://redie.uabc.mx/index.php/redie/article/view/1705/1719 https://redie.uabc.mx/index.php/redie/article/view/1705/1901 Derechos de autor 2019 Revista Electrónica de Investigación Educativa text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 20 No. 4 (2018); 97 - 106 Revista Electrónica de Investigación Educativa; Vol. 20 Núm. 4 (2018); 97 - 106 1607-4041
institution Repositorio Institucional
collection DSpace
language spa
topic Critical reading
literary analysis
identity.
Lectura crítica
análisis literario
identidad.
spellingShingle Critical reading
literary analysis
identity.
Lectura crítica
análisis literario
identidad.
Martínez León, Patricia
Ballester Roca, Josep
Ibarra Rius, Noelia
Quasi-Experimental Design to Analysis Critical Thought in Secondary
description Given the concern about levels of reading comprehension among teenagers and the growing influence of external models in their processes of building an identity, we propose that training teenagers to read literature in a critical manner can help make the process of building an identity more active, reflective, and independent. After an introduction to the concept of critical reading, we use textual commentary as the central approach in a sequence of activities for a group of students in the fourth year of secondary education. The aim is to stimulate two basic manifestations of critical thinking. We use a quasi-experimental design to analyse evidence of a critical perspective in the arguments of students from the experimental group when compared to arguments from students in a control group.
format info:eu-repo/semantics/article
author Martínez León, Patricia
Ballester Roca, Josep
Ibarra Rius, Noelia
author_facet Martínez León, Patricia
Ballester Roca, Josep
Ibarra Rius, Noelia
author_sort Martínez León, Patricia
title Quasi-Experimental Design to Analysis Critical Thought in Secondary
title_short Quasi-Experimental Design to Analysis Critical Thought in Secondary
title_full Quasi-Experimental Design to Analysis Critical Thought in Secondary
title_fullStr Quasi-Experimental Design to Analysis Critical Thought in Secondary
title_full_unstemmed Quasi-Experimental Design to Analysis Critical Thought in Secondary
title_sort quasi-experimental design to analysis critical thought in secondary
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2018
url https://redie.uabc.mx/index.php/redie/article/view/1705
_version_ 1792609449746104320

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