Las preguntas como estrategia de andamio en la enseñanza

This research book invites the reader to re-evaluate how learning is enhanced. Theoretical and empirical evidence is presented to break the paradigms on the use of narrative language in the construction of scientific knowledge and encourage the use of questions in the classroom to promote the holistic development of skills in the student, narrative language, and the use of prior knowledge. The narrative research presented answers to the question how does a scaffolding strategy supported through questions change the spontaneous historical narrative of students about the independence of the nation, at the level of its structure, density, quality of content and cohesion? From Vygotskys (1995) cultural-historical stance on learning, the positive and negative effects of a scaffolding strategy for question-based learning were identified in the spontaneous oral narrative productions of primary and secondary school students on the independence of the nation. The data gathered revealed that asking a set of open, reflective and literal questions to the student about their narrative production, including paraphrasing to question and challenge it in a contextualized way, offers the contingent feedback that the student needs to go further and enrich the narrative. History produced initially at the level of its structure, density, quality and cohesion. In addition, the qualitative transformations in the narrative production and the typification of the changes in the constructed semantic network were analyzed.