A proposal for teaching how to formulate and answer critical questions in order to understand argumentative texts
[eng] The access to countless sources and diverse information on the same subject emphasizes the need for sound criteria to compare, analyse and critically assess the vast amount of data available. This article presents an educational programme aimed to teach students how to formulate and use critic...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2025 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/227702 |
| Acesso em linha: | https://hdl.handle.net/2445/227702 |
| Access Level: | acceso abierto |
| Palavra-chave: | Pensament crític Comprensió de la lectura Estratègies d'aprenentatge Critical thinking Reading comprehension Learning strategies |
| Resumo: | [eng] The access to countless sources and diverse information on the same subject emphasizes the need for sound criteria to compare, analyse and critically assess the vast amount of data available. This article presents an educational programme aimed to teach students how to formulate and use critical questions to assess conflicting information from multiple argumentative news. The programme comprised five sessions and was implemented with third-year secondary school students in their science class. After participating in this programme, students were able to elaborate and to answer critical questions about texts and to identify the quality of the evidence the texts provide. Students valued the educational experience positively, especially the guides they used. |
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