Representaciones sociales de la escritura. Influencia de la metacogniciĆ³n en la calidad de los textos escritos
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Fecha
2015
Profesor/a GuĆa
Facultad/escuela
Idioma
es
TĆtulo de la revista
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Editor
Universidad AndrƩs Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente estudio consiste en una investigaciĆ³n cualitativa por medio de la cual se analizaron las representaciones sociales acerca de la escritura que poseen los estudiantes de IĀ° aƱo de EducaciĆ³n Media del Colegio Particular The Garden School. El diseƱo metodolĆ³gico de este estudio contemplĆ³ la creaciĆ³n de una entrevista en profundidad, de una consigna de escritura para motivar la producciĆ³n textual y una rĆŗbrica para la evaluaciĆ³n y autoevaluaciĆ³n de la misma. Estos instrumentos fueron aplicados a tres estudiantes del establecimiento mencionado y analizados posteriormente. Los resultados dan cuenta de la vinculaciĆ³n que existe entre el conocimiento del proceso de escritura, el conocimiento metacognitivo, el uso de estrategias metacognitivas y las representaciones sociales que los estudiantes construyen sobre este proceso, con la calidad de los textos producidos por cada uno de ellos. Finalmente, se plantean conclusiones relacionadas con la relevancia del trabajo explĆcito y sistemĆ”tico en escritura dentro de la clase de Lenguaje y ComunicaciĆ³n.
The present study is a qualitative research through which it was analyzed the social representations about the writing that first year high school students from The Garden School Private School have. The methodological design of this study included the creation of an in-depth interview, writing a slogan to motivate textual production and a rubric for assessment and self-assessment of it. These instruments were applied to three students from the school and subsequently analyzed. Results demonstrated the link between knowledge of the writing process, metacognitive knowledge, the use of metacognitive strategies and social representations that students build on this process, with the quality of the texts produced by each of them. Finally, conclusions regarding the importance of explicit and systematic work on writing during the language and communication lesson (Spanish for native speakers of Spanish) are provided.
The present study is a qualitative research through which it was analyzed the social representations about the writing that first year high school students from The Garden School Private School have. The methodological design of this study included the creation of an in-depth interview, writing a slogan to motivate textual production and a rubric for assessment and self-assessment of it. These instruments were applied to three students from the school and subsequently analyzed. Results demonstrated the link between knowledge of the writing process, metacognitive knowledge, the use of metacognitive strategies and social representations that students build on this process, with the quality of the texts produced by each of them. Finally, conclusions regarding the importance of explicit and systematic work on writing during the language and communication lesson (Spanish for native speakers of Spanish) are provided.
Notas
Tesis (MagĆster en ComprensiĆ³n Lectora y ProducciĆ³n de Textos)
Palabras clave
ComunicaciĆ³n Escrita, Escritura, EnseƱanza Media, MetacogniciĆ³n