Prácticas de escritura académica de estudiantes de ciencias de la salud de la Universidad Andrés Bello
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Archivos
Fecha
2018
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El interés por conocer las estrategias utilizadas, las horas dedicadas y los
apoyos recibidos en las prácticas escritas en Chile es algo incipiente; son pocos los
artículos que lo abordan al compararlo con países angloparlantes. En este estudio, se
revisaron y analizaron los antecedentes de las prácticas escritas de los estudiantes de las
carreras de Ciencias de la Salud de la Universidad Andrés Bello, mediante la encuesta
EEEA para estudiantes (Encuesta Europea de Escritura Académica), para determinar
cómo se favorece el desarrollo de las competencias y la enseñanza de la escritura. Los
datos considerados correspondieron a 74 estudiantes, de una población aproximada de
400 estudiantes de carreras de ciencias de la salud de la sede Viña del Mar de la
Universidad Andrés Bello que recibieron la encuesta vía correo electrónico. De los datos
obtenidos, el 38% de ellos está en los dos primeros años de estudio y el 62% restante, de
cursos superiores (tercero, cuarto y quinto). Un poco menos de la mitad de los
estudiantes percibe que no tiene que escribir textos en las asignaturas, pero un porcentaje
importante manifiesta que debe escribir en clases para ser evaluado. Los resultados
indican que sólo a veces recibieron instrucciones escritas u orales ante una tarea de
escritura. Además, los estudiantes reconocen que dedican varias horas a la semana en
promedio a la escritura y utilizan ambos tipos de escritura, la individual y la
colaborativa. Otros resultados indicaron que el principal tipo de texto que escriben los
estudiantes es el informe, seguido del ensayo y en menor grado el proyecto. En general
los estudiantes consideran que escribir bien es muy importante para su formación
profesional.
The interest to know the hours dedicated and the support received in the practices written in Chile is incipient; there are few articles that address it when compared with English-speaking countries. In this study, the background of written practices was reviewed from students of Health Sciences careers at Andrés Bello University, through the EEEA survey for students (European Survey of Academic Writing, by its acronyms in spanish) to determine how the development of skills and the teaching of writing are favored. The data considered corresponded to 74 students, from a population of approximately 400 students of health sciences careers at the Viña del Mar headquarters of the Andrés Bello University who received the survey via email. From the data obtained, 38% of them are in the first two years of study and the remaining 62% of higher years (third, fourth and fifth). A little more than less than half of the students state that they do not have to write texts in the subjects, but a significant percentage state that they must write in classes to be evaluated. The results indicate that they only sometimes received written or oral instructions before a writing assignment. In addition, students recognize that they spend several hours a week on average writing and use both types of writing, the individual and the collaborative. Other results indicated that the main type of text that students write is the report, followed by the essay and to a lesser degree the project. In general, students consider that writing well is very important for their professional training.
The interest to know the hours dedicated and the support received in the practices written in Chile is incipient; there are few articles that address it when compared with English-speaking countries. In this study, the background of written practices was reviewed from students of Health Sciences careers at Andrés Bello University, through the EEEA survey for students (European Survey of Academic Writing, by its acronyms in spanish) to determine how the development of skills and the teaching of writing are favored. The data considered corresponded to 74 students, from a population of approximately 400 students of health sciences careers at the Viña del Mar headquarters of the Andrés Bello University who received the survey via email. From the data obtained, 38% of them are in the first two years of study and the remaining 62% of higher years (third, fourth and fifth). A little more than less than half of the students state that they do not have to write texts in the subjects, but a significant percentage state that they must write in classes to be evaluated. The results indicate that they only sometimes received written or oral instructions before a writing assignment. In addition, students recognize that they spend several hours a week on average writing and use both types of writing, the individual and the collaborative. Other results indicated that the main type of text that students write is the report, followed by the essay and to a lesser degree the project. In general, students consider that writing well is very important for their professional training.
Notas
Proyecto de grado (Magíster en Docencia para la Educación Superior)
Palabras clave
Escritura Académica, Enseñanza Superior