Learning Strategies at a Higher Taxonomic Level in Primary Education Students in the Digital Age
Metadata
Show full item recordEditorial
Mdpi
Materia
Higher thinking Cognitive skills Perspective analysis Abstraction ICT Digital
Date
2020-11-26Referencia bibliográfica
Aravena, M., Campos-Soto, M. N., & Rodríguez-Jiménez, C. (2020). Learning Strategies at a Higher Taxonomic Level in Primary Education Students in the Digital Age. Sustainability, 12(23), 9877. [doi:10.3390/su12239877]
Abstract
The education system must respond to the demands and needs of today’s society. To meet
this demand, teachers must identify the degree of cognitive skills that our students possess through
digital learning strategies that encourage the development of these superior skills because of the
impact of technological resources on student motivation. To carry out this assessment, two types
of strategy tests were applied to evaluate cognitive skills, one determining the student’s ability to
create an opinion of their own based on ideas and visions of other authors (perspective analysis)
and the other strategy test to distinguish the main elements of an information, identifying a general
pattern (abstraction), which were reviewed with a task performance instrument (rubrics). A mixed
methodology was used through a case study, with a selected and intentional sample of 34 students of
the Primary Education Grade. The results show that elaborating questions that go deeper into a topic
and labelling contents is not an easy task and that abstraction is one of the most complex skills to
develop in students. It should be noted that, in practically all areas, men’s averages exceed those of
women. Finally, the use of digital strategies must be incorporated as permanent routines and the
relationship between technology and pedagogy allows for the management of learning and therefore
increases higher level cognitive abilities.