Evidencia del desarrollo del pensamiento de orden superior en profesores universitarios, a partir de pruebas formuladas según la taxonomía SOLO

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Revista Electronica Interuniversitaria de Formacion del Profesorado Pub Date : 2020-07-22 DOI:10.6018/REIFOP.434961

Alfredo Flórez Gutiérrez, P. Moreno, Mariel Evelyng Castellanos Adame

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Abstract

This paper aims to show the presence of higher order thinking, in university teachers through the application of a diagnostic instrument focus on competencies and structured by using the SOLO taxonomy (Structure of Observed Learning Outcome) and the item response theory (IRT), proposed in the Rasch model. The instrument was developed by teachers from CECAR, within the framework of a process of strengthening educational quality called “Teaching to Think”. The results demonstrate the effectiveness of the instrument to determine a direct relationship between the response ability against the item, the identification of training levels according to SOLO taxonomy and the presence of higher order thinking. However, the diagnosis was not very satisfactory, due to only 4.3% y el 6.6% of the teachers answered the questions of the extended abstract level, about the critical reading skills and quantitative reasoning respectively.

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大学教师高级思维发展的证据，仅根据分类法制定的证据

本文旨在通过使用Rasch模型中提出的SOLO分类法(观察学习结果结构)和项目反应理论(IRT)，应用以能力为重点的诊断工具，展示大学教师中高阶思维的存在。该工具是由CECAR的教师在加强教育质量的框架内开发的，该过程被称为“教学思考”。结果表明，该工具在确定对项目的反应能力、根据SOLO分类识别训练水平和高阶思维存在之间的直接关系方面是有效的。然而，诊断结果并不令人满意，分别只有4.3%和6.6%的教师回答了扩展抽象水平、批判性阅读技能和定量推理的问题。

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