Resumen: Este trabajo tiene como objetivo determinar el grado de complejidad en la elaboración de preguntas establecidas por los estudiantes según el nivel de escolaridad, a partir del análisis de un texto. Fue una investigación cualitativa del tipo descriptivo y cuyo desarrollo giro alrededor de unas preguntas que formularon los estudiantes a partir de la lectura del texto de divulgación científico titulado "los mitos de la Coca-Cola". Los resultados muestran que el 55% de los estudiantes de sexto realizaron preguntas Simples y a medida que aumenta, el nivel, el porcentaje tiende a ser menor, encontrándose que en el nivel 11 fue del 51%. En las preguntas complejas, en el sexto solo el 13% realizaron este tipo de preguntas. El porcentaje va aumentado a medida que sube el nivel, encontrándose un 41% en el grado 11 donde no elaboran buenas preguntas, ni con la complejidad que se esperaba. Se concluye que los niveles escolares no inciden en la calidad ni en el tipo de pregunta que realizan los estudiantes.Palabras clave: Texto de divulgación científica, nivel escolar, grado de complejidad, pregunta, aprendizaje.Abstract: This work aims to determine the degree of complexity in the development of questions set by students according to the level of schooling, based on an analysis of a text. It was a qualitative research of the descriptive and whose development I turn around some questions made by the students from the reading of scientific disclosure text entitled "myths of the Coca-Cola". The results show that the 55 students of sixth were questions simple and grows, the level, the percentage tends to be lower, finding that in level 11, it was 51. In complex queries, only 13 carried out such questions in the sixth. The percentage is increased as it raises the bar, finding a 41 in grade 11 where do not produce good questions, nor with the complexity that was expected. He is concluded that school levels no impact on quality or the type of question that students perform.
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