Análisis de la percepción que tiene el futuro profesorado sobre el estado actual del mundo

  1. Jon BUSTILLO BAYÓN 1
  2. Álvaro ANTÓN BARANDA 1
  1. 1 Universidad del País Vasco / EuskalHerriko Unibertsitatea
Revista:
RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

ISSN: 0213-8646,  2530-3791

Año de publicación: 2020

Título del ejemplar: Educación Física, investigación y escuela

Volumen: 34

Número: 95

Páginas: 197-212

Tipo: Artículo

DOI: 10.47553/RIFOP.V34I1.75720 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

Resumen

This paper analyses the level of knowledge that future teachers, undergraduate and postgraduate students of the University of the Basque Country, have about the current world. In a context of hyper-connectivity, verifying the veracity of information is becoming more and more complex. Thus, it is very important to become aware of the lack of knowledge as the first step in proposing action measures that help teachers to understand what the acquisition and generation of knowledge are like through increasingly digitalized means of communication. For this purpose, the questionnaire designed by Rosling et al was used, which consists of thirteen questions with three possible answers each. The results obtained show a success rate of 21%, an average of less than three correct answers per person, and a mode of two. These data are very similar to those obtained by people from socioeconomically advanced countries. Likewise, there is a great coincidence in the items in which the best and worst levels of success are obtained. Studying education degree studies does not seem to have an impact on the development of mental schemes that help to have more accurate visions of reality, which could avoid the prevalence of unfounded beliefs and fallacies among both students and teachers.

Referencias bibliográficas

  • Albarran, A. B. (2016). The Media Economy (2.a ed.). https://doi.org/10.4324/9781315715094
  • Amoedo, A., Vara-Miguel, A., & Negredo, S. (2018). Digital News Report 2018 (p. 81). Recuperado de Universidad de Navarra website: https://bit.ly/2H5h5r8
  • Anson, I. G. (2018). Partisanship, Political Knowledge, and the Dunning-Kruger Effect: Partisanship, Political Knowledge, and the Dunning-Kruger Effect. Political Psychology, 39(5), 1173-1192. https://doi.org/10.1111/pops.12490
  • Atir, S., Rosenzweig, E., & Dunning, D. (2015). When Knowledge Knows No Bounds: Self-Perceived Expertise Predicts Claims of Impossible Knowledge. Psychological Science, 26(8), 1295-1303. https://doi.org/10.1177/0956797615588195
  • Baeza-Yates, R. (2018). Bias on the web. Communications of the ACM, 61(6), 54-61. https://doi.org/10.1145/3209581
  • Barberia, I., Blanco, F., Cubillas, C. P., & Matute, H. (2013). Implementation and Assessment of an Intervention to Debias Adolescents against Causal Illusions. PLoS ONE, 8(8), e71303. https://doi.org/10.1371/journal.pone.0071303
  • Barberia, I., Tubau, E., Matute, H., & Rodríguez-Ferreiro, J. (2018). A short educational intervention diminishes causal illusions and specific paranormal beliefs in undergraduates. PLOS ONE, 13(1), e0191907. https://doi.org/10.1371/journal.pone.0191907
  • Blanco, F., & Matute, H. (2018). The illusion of causality: A cognitive bias underlying pseudoscience. En Pseudoscience: The conspiracy against science. (pp. 45-75). Cambridge, MA, US: MIT Press.
  • Caro-Samada, M. del C. (2015). Información y verdad en el uso de las redes sociales por parte de adolescentes. Teoría de la educación, 27(1), 187-199.
  • Carr, N. G. (2010). The shallows: how the internet is changing the way we think, read and remember. London: Atlantic.
  • Casselman, A. (2011). The Google Effect. Scientific American Mind, 22(6), 7-7. https://doi.org/10.1038/scientificamericanmind0112-7b
  • Chambers, C. (2017). The seven deadly sins of psychology: a manifesto for reforming the culture of scientific practice. Princeton: Princeton University Press.
  • Croissant, J. L. (2014). Agnotology: Ignorance and Absence or Towards a Sociology of Things That Aren’t There. Social Epistemology, 28(1), 4-25. https://doi.org/10.1080/02691728.2013.862880
  • Danovitch, J. H. (2019). Growing up with Google: How children’s understanding and use of internet‐based devices relates to cognitive development. Human Behavior and Emerging Technologies, 1(2), 81-90. https://doi.org/10.1002/hbe2.142
  • Davenport, T. H., & Beck, J. C. (2001). The attention economy: understanding the new currency of business. Boston, Mass: Harvard Business School Press.
  • Delors, J. (1997). La educación encierra un tesoro. México: Unesco.
  • Dias, P. (2014). From ‘infoxication’ to ‘infosaturation’: a theoretical overview of the cognitive and social effects of digital immersion. Ámbitos. Revista Internacional de Comunicación, 1-11.
  • Dunning, D. (2011). The Dunning–Kruger Effect. En Advances in Experimental Social Psychology (Vol. 44, pp. 247-296). https://doi.org/10.1016/B978-0-12-385522-0.00005-6
  • Fisher, E. (2015). ‘You Media’: audiencing as marketing in social media. Media, Culture & Society, 37(1), 50-67. https://doi.org/10.1177/0163443714549088
  • Frazier, T. Z. (2015). Agnotology and information: Agnotology and Information. Proceedings of the Association for Information Science and Technology, 52(1), 1-3. https://doi.org/10.1002/pra2.2015.1450520100123
  • Garrett, H. J., & Segall, A. (2013). (Re)Considerations of Ignorance and Resistance in Teacher Education. Journal of Teacher Education, 64(4), 294-304. https://doi.org/10.1177/0022487113487752
  • Gilovich, T. D., & Griffin, D. W. (2010). Judgment and Decision Making. En S. T. Fiske, D. T. Gilbert, & G. Lindzey (Eds.), Handbook of Social Psychology (pp. 542-588). https://doi.org/10.1002/9780470561119.socpsy001015
  • Goldhaber, M. (2006). The value of openness in an attention economy. First Monday, 11(6). https://doi.org/10.5210/fm.v11i6.1334
  • Greer, J. D. (2003). Evaluating the Credibility of Online Information: A Test of Source and Advertising Influence. Mass Communication and Society, 6(1), 11-28. https://doi.org/10.1207/S15327825MCS0601_3
  • High, C., Kelly, A. H., & Mair, J. (Eds.). (2012). The Anthropology of Ignorance. https://doi.org/10.1057/9781137033123
  • Kahneman, D. (2012). Thinking, fast and slow. London: Penguin Books.
  • Kahneman, D., & Tversky, A. (2013). Choices, Values, and Frames. En L. C. MacLean & W. T. Ziemba, World Scientific Handbook in Financial Economics Series (Vol. 4, pp. 269-278). https://doi.org/10.1142/9789814417358_0016
  • Kaufman, A. B., & Kaufman, J. C. (Eds.). (2018). Pseudoscience (Vol. 1). https://doi.org/10.7551/mitpress/9780262037426.001.0001
  • Lazer, D. M. J., Baum, M. A., Benkler, Y., Berinsky, A. J., Greenhill, K. M., Menczer, F., … Zittrain, J. L. (2018). The science of fake news. Science, 359(6380), 1094-1096. https://doi.org/10.1126/science.aao2998
  • Magolda, M. B. B. (2006). Intellectual Development in the College Years. Change: The Magazine of Higher Learning, 38(3), 50-54. https://doi.org/10.3200/CHNG.38.3.50-54
  • Matute, H., Yarritu, I., & Vadillo, M. A. (2011). Illusions of causality at the heart of pseudoscience: Illusions of causality in pseudoscience. British Journal of Psychology, 102(3), 392-405. https://doi.org/10.1348/000712610X532210
  • Mayos Solsona, G., Brey, A., & Innerarity, D. (2011). La sociedad de la ignorancia (1. ed). Barcelona: Ediciones Península.
  • Mikalef, P., Pappas, I. O., Krogstie, J., & Giannakos, M. (2018). Big data analytics capabilities: a systematic literature review and research agenda. Information Systems and e-Business Management, 16(3), 547-578. https://doi.org/10.1007/s10257-017-0362-y
  • O’Neil, C. (2017). Armas de destrucción matemática: Cómo el bigdata aumenta la desigualdad y amenaza la democracia. Madrid: Capitán Swing Libros.
  • Ouellette-Schramm, J. (2015). Epistemological development and critical thinking in post secondary. Australian Journal of Adult Learning, 55(1), 114-134.
  • Perry, J. W. G. (1998). Forms of Intellectual and Ethical Development in the College Years: A Scheme. New Jersey: Wiley.
  • Popovič, A., Hackney, R., Tassabehji, R., & Castelli, M. (2018). The impact of big data analytics on firms’ high value business performance. Information Systems
  • Frontiers, 20(2), 209-222. https://doi.org/10.1007/s10796-016-9720-4
  • Ramos Chávez, A. (2018). Información líquida en la era de la posverdad. Revista General de Información y Documentación, 28(1), 275-282. https://doi.org/10.5209/RGID.60809
  • Richardson, J. T. E. (2013). Epistemological development in higher education. Educational Research Review, 9, 191-206. https://doi.org/10.1016/j.edurev.2012.10.001
  • Rosling, H., Rosling, O., & Rönnlund, A. R. (2018). Factfulness: ten reasons we’re wrong about the world and why things are better than you think. London: Sceptre.
  • Sarramona, J. (1986). Influencia de los «mass media» sobre la escuela. Teoría de la educación, 1, 29-44.
  • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406-411. https://doi.org/10.1037/0022-0663.85.3.406
  • Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68(4), 551-562. https://doi.org/10.1111/j.2044-8279.1998.tb01311.x
  • Schwarzkopf, S. (2019). Sacred Excess: Organizational Ignorance in an Age of Toxic Data. Organization Studies, 1-21. https://doi.org/10.1177/0170840618815527
  • Shirky, C. (2010). Cognitive Surplus: How Technology Makes Consumers into Collaborators. New York: Penguin Publishing Group.
  • Shirky, C. (2011). The Political Power of Social Media: Technology, the Public Sphere, and Political Change. Foreign Affairs, 90(1), 28-41.
  • Slovic, P., Peters, E., Finucane, M. L., & MacGregor, D. G. (2005). Affect, risk, and decision making. Health Psychology, 24, S35-S40. https://doi.org/10.1037/0278-6133.24.4.S35
  • Stephens-Davidowitz, S. (2019). Todo el mundo miente: Lo que internet y el Big Data puede decirnos sobre nostros mismos. Madrid: CAPITAN SWING.
  • Tetlock, P. E., & Gardiner, D. (2017). Superpronosticadores: El arte y la ciencia de la predicción. Madrid: Katz editores.
  • Tversky, A., & Kahneman, D. (1974). Judgment under Uncertainty: Heuristics and Biases. Science, 185(4157), 1124-1131. https://doi.org/10.1126/science.185.4157.1124
  • Viskontas, I. (2018). The Challenges of Changing Minds: How Confirmation Bias and Pattern Recognition Affect Our Search for Meaning. En A. B. Kaufman & J. C.
  • Kaufmann, Pseudoscience: The Conspiracy Against Science. Massachusetts: The MIT Press.
  • Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146-1151. https://doi.org/10.1126/science.aap9559
  • We are social. (2019). We are social, 2019 (España). Recuperado de We are social website: https://bit.ly/2MNyJyO
  • Weinberger, D. (2011). Too big to know: rethinking knowledge now that the facts aren’t the facts, experts are everywhere, and the smartest person in the room is the room. New York: Basic Books.
  • Yarritu, I., Matute, H., & Luque, D. (2015). The dark side of cognitive illusions: When an illusory belief interferes with the acquisition of evidence-based knowledge. British Journal of Psychology, 106(4), 597-608. https://doi.org/10.1111/bjop.12119
Fuente de los datos: Dialnet