Feedback in the development of social thinking in secondary education

Main Article Content

David Herrera-Araya
María Isabel Toledo-Jofré

Abstract

The purpose of this article is to analyze teacher feedback in the development of social thought in secondary education. Twelve teachers of History, Geography and Social Sciences participated according to teaching experience, type of school establishment and gender. Two individual interviews were conducted with each teacher with a thematic pattern. The interviews were coded with a qualitative content analysis deductively. The results indicate that they conceive the feedback as corrective/retroactive and orientative/projective and its implementation is of an evaluative and descriptive type focused on the skills of inquiry, temporality, contextualization and multi-causality with the use of evaluative instruments, questions and examples with little dialogic feedback. In conclusion, the feedback on social thinking made by teachers hinders the construction of complex knowledge and the active participation of students, which requires an improvement in feedback literacy in school education.

Article Details

How to Cite
Herrera-Araya, D., & Toledo-Jofré, M. I. (2023). Feedback in the development of social thinking in secondary education. Estudios Pedagógicos, 49(2), 417–437. https://doi.org/10.4067/S0718-07052023000200417
Section
INVESTIGACIONES