RT info:eu-repo/semantics/doctoralThesis
T1 Los ejercicios de Social Science en los libros de texto: análisis de la presencia del pensamiento y la comprensión, del aprendizaje cooperativo y de las habilidades lingüísticas
A1 Rascón Estébanez, Débora
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Lingüística
K1 Visible Thinking
K1 Pensamiento Visible
K1 Cooperative Learning
K1 Aprendizaje Cooperativo
K1 5701.11 Enseñanza de Lenguas
AB In the last decades, there has been an increase in the number of school centres that teach following the Content and Language Integrated Learning (CLIL) approach. Likewise, active methodologies have started to gain a leading position in the classrooms as a consequence of the social changes occurring in the present times. Teachers can choose among a great variety of approaches and methodologies, like Visible Thinking or Cooperative Learning. Nonetheless, sometimes their implementation is not reflected in the textbooks used in classrooms.	This Doctoral Thesis aims to analyze whether the textbooks corresponding to the Social Science area in Primary Education offer exercises based on thinking and comprehension and Cooperative Learning. Similarly, it studies the presence of linguistic skills in the exercises, as well as its relationship to both thinking and comprehension and Cooperative Learning. Thus, the objectives of the Doctoral Thesis are related to knowing to what extent thinking is present in the Real Decreto 126/2014 and how thinking movements and cultural forces appear and evolve in the exercises during the different years of Primary Education. Furthermore, this study also attempts to know the presence of Cooperative Learning at different levels. 5,181 exercises for the six years of Primary Education were analysed in three different publishers for the Social Science field. For that purpose, a mixed methodology was followed, a sequential exploratory study. The first part of the research is qualitative, and, in it, the meaning of the verbs contained in the exercises is analysed. Hereafter, in the quantitative stage, a descriptive and correlated analysis with the data obtained is performed in the former qualitative stage.Results evince that the education law does not foster thinking in a consistent way. Related to the perspective based on the comprehension of Social Science exercises, it is verified that the most frequent type of thinking in the exercises requires little cognitive effort, and that cultural forces have an uneven presence in the exercises. In addition, cooperative structures do not seem to be the main choice in the exercises.We can conclude that the proposed exercises for Social Science textbooks do not foster the use of thinking and comprehension among the students. Cooperative Learning is not usual either as a way of working in the classroom.
YR 2022
FD 2022
LK https://uvadoc.uva.es/handle/10324/60956
UL https://uvadoc.uva.es/handle/10324/60956
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 17-jul-2024