Literacies and the Development of Social, Critical, and Creative Thought in Textbook Activities for Primary Education in Social Sciences and the Spanish Language

Delfín Ortega-Sánchez; Esther Sanz de la Cal; Jaime Ibáñez Quintana

doi:10.3389/fpsyg.2019.02572

Literacies and the Development of Social, Critical, and Creative Thought in Textbook Activities for Primary Education in Social Sciences and the Spanish Language

Front Psychol. 2019 Nov 13:10:2572. doi: 10.3389/fpsyg.2019.02572. eCollection 2019.

Authors

Delfín Ortega-Sánchez¹, Esther Sanz de la Cal¹, Jaime Ibáñez Quintana¹

Affiliation

¹ Department of Specific Didactics, Faculty of Education, University of Burgos, Burgos, Spain.

Abstract

The skills of thinking, reading conceptions and reading practice (literacy levels) found in textbook activities for the sixth year of Primary Education in Social Sciences and Spanish Language in Spain are analyzed in this paper. A mixed methodology is used to triangulate the data, integrating the critical analysis of discourse and two types of statistical analysis: descriptive (frequencies and percentages) and inferential (χ², ANOVA, and the Mann-Whitney U Test). The results inform us of both the permanence and the strengthening of the design of an activity oriented toward the development of traditional conceptions of linguistic-cognitive reading. In the framework of education for global citizenship, the conclusion is the need for student reading practices that begin with the principles of critical literacy directed at the acquisition of social, critical, and creative thinking skills.

Keywords: literacies; primary education; reading conception; social thinking; textbook activities.