Diagnóstico de destrezas cognoscitivas empleadas por estudiantes de noveno año en la resolución de problemas.
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1998
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IIMEC
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Debido a que poder evaluar apropiadamente las habilidades intelectuales de los estudiantes, especialmente cuando se entiende la educación como un proceso dirigido al desarrollo de habilidades de pensamiento, y como parte del proyecto para diagnosticar las destrezas cognoscitivas de noveno año, se diseñó una prueba estandarizada, la cual buscaba obtener mediciones de diversas destrezas que han sido conceptualizadas usando el enfoque de las ciencias cognoscitivas conocido como teoría del procesamiento de la información, combinado con el enfoque psicométrico clásico. Para construir los 43 ítemes que conformarían la prueba, se tomaron tareas o problemas en contextos académicos que pudieran relacionarse con las matemáticas, las ciencias, los estudios sociales y el español. La prueba fue administrada a una muestra al azar de 2123 estudiantes, en 41 colegios del país, en las categorías de urbano-rural, público-no público, académico-no académico. Excepto para metacognición, todas las habilidades contaron al menos con tres ítemes en la prueba (categorización, isomorfismo, flexibilidad, representación icónica, deducción, inducción, causa-efecto, recursividad, búsqueda). En general, el desempeño de los estudiantes fue relativamente bajo (la nota promedio fue 53.12). Más del 90% de los estudiantes obtuvieron una nota menor de 70. También hay evidencia estadística de que, a nivel de la población total de estudiantes, los varones tienen un promedio mayor que el de las mujeres (5% de diferencia). Los colegios no públicos tuvieron un promedio 7,35 superior a los públicos, lo mismo pasa en relación con los colegios urbanos y los rurales, los académicos y los no académicos, los diurnos y los nocturnos, en cuyos casos los primeros obtuvieron promedios más altos que los segundos. Existe una asociación entre la posición que ocupó el colegio en la prueba de noveno año del MEP y la que ocupó en la prueba de destrezas cognoscitivas, lo que no significa que estén midiendo lo mismo. Por último, el informe agrupa los resultados de la medición de las habilidades cognoscitivas mediante el análisis de factores. Así, por ejemplo, el factor 1 agrupa los ítemes de destrezas como búsqueda, categorización, causa-efecto y algunos de isomorfismo, es decir, aquellos que presentaron un menor grado de dificultad para el estudiante, según la prueba. Las tres habilidades en las que parece haber un desempeño más pobre son búsqueda, recursividad y metacognición.
ABSTRACT: Because being able to properly assess the intellectual abilities of students, especially when education is understood as a process aimed at the development of thinking skills, and as part of the project to diagnose the ninth-year cognitive skills, a standardized test was designed, which sought to obtain measurements of various skills that have been conceptualized using the cognitive science approach known as information processing theory, combined with the classical psychometric approach. To construct the 43 items that would make up the test, tasks or problems were taken in academic contexts that could be related to mathematics, science, social studies and Spanish. The test was administered to a random sample of 2123 students, in 41 schools in the country, in the urban-rural, public-non-public, academic-non-academic categories. Except for metacognition, all skills had at least three items in the test (categorization, isomorphism, flexibility, iconic representation, deduction, induction, cause-effect, recursion, search). Overall, student performance was relatively low (the average score was 53.12). More than 90% of the students obtained a grade lower than 70. There is also statistical evidence that, at the level of the total student population, men have an average higher than that of women (5% difference). Non-public schools had an average of 7.35 higher than public schools, the same happens in relation to urban and rural schools, academics and non-academics, day and night schools, in which cases the former obtained higher averages than the seconds There is an association between the position that the school occupied in the MEP test of the ninth year and that occupied in the cognitive skills test, which does not mean that they are measuring the same. Finally, the report groups the results of the measurement of cognitive abilities through factor analysis. Thus, for example, factor 1 groups the skills items such as search, categorization, cause-effect and some of isomorphism, that is, those that presented a lower degree of difficulty for the student, according to the test. The three skills in which there seems to be poorer performance are search, recursion and metacognition.
ABSTRACT: Because being able to properly assess the intellectual abilities of students, especially when education is understood as a process aimed at the development of thinking skills, and as part of the project to diagnose the ninth-year cognitive skills, a standardized test was designed, which sought to obtain measurements of various skills that have been conceptualized using the cognitive science approach known as information processing theory, combined with the classical psychometric approach. To construct the 43 items that would make up the test, tasks or problems were taken in academic contexts that could be related to mathematics, science, social studies and Spanish. The test was administered to a random sample of 2123 students, in 41 schools in the country, in the urban-rural, public-non-public, academic-non-academic categories. Except for metacognition, all skills had at least three items in the test (categorization, isomorphism, flexibility, iconic representation, deduction, induction, cause-effect, recursion, search). Overall, student performance was relatively low (the average score was 53.12). More than 90% of the students obtained a grade lower than 70. There is also statistical evidence that, at the level of the total student population, men have an average higher than that of women (5% difference). Non-public schools had an average of 7.35 higher than public schools, the same happens in relation to urban and rural schools, academics and non-academics, day and night schools, in which cases the former obtained higher averages than the seconds There is an association between the position that the school occupied in the MEP test of the ninth year and that occupied in the cognitive skills test, which does not mean that they are measuring the same. Finally, the report groups the results of the measurement of cognitive abilities through factor analysis. Thus, for example, factor 1 groups the skills items such as search, categorization, cause-effect and some of isomorphism, that is, those that presented a lower degree of difficulty for the student, according to the test. The three skills in which there seems to be poorer performance are search, recursion and metacognition.
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EDUCACIÓN SECUNDARIA, DESTREZAS COGNOSCITIVAS, SECONDARY EDUCATION, COGNOSTIC SKILLS