Importancia de la inteligencia intrapersonal- especialmente en su dimensión metacognitiva- en la producción de textos en estudiantes de Quinto año básico del colegio San Esteban Mártir
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Fecha
2015
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es
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Universidad Andrés Bello
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Resumen
La presente investigación se enfocó en la “Importancia de la Inteligencia Intrapersonal –especialmente en su dimensión metacognitiva– en la Producción de Textos en estudiantes de quinto año básico del Colegio San Esteban Mártir”, su objetivo principal fue demostrar la posible relación entre la Inteligencia Intrapersonal –especialmente en su dimensión metacognitiva– y la Producción de Textos en niños de quinto año básico del Colegio San Esteban Mártir.
El marco teórico de esta investigación, fue orientado por algunos de los siguientes autores: Howard Gardner, Thomas Armstrong, Daniel Cassany, César Coll y John Flavell, especialistas en Inteligencias Múltiples, Escritura, Constructivismo y el componente Metacognitivo.
Metodológicamente, el análisis se generó a partir de una muestra de 35 estudiantes de quinto año básico A, de ambos sexos, aplicando los siguientes instrumentos: en primer lugar, Pruebas de Comprensión Lectora y Producción de Textos para quinto año básico (Fundación Arauco, Medina, A., Guajardo, A.), que permitió realizar una evaluación diagnóstica de la producción de textos de los estudiantes, mediante un instrumento objetivo y estandarizado, que involucra comprensión, las etapas del proceso de la producción de textos y las propiedades del texto.
En segundo lugar, el cuestionario de Inteligencia Intrapersonal – Metacognición y Escritura (IIME), tuvo como objetivo determinar el grado de conciencia que presentan los niños en relación al autoconocimiento del propio aprendizaje y metacognición, relacionado con la Inteligencia Intrapersonal durante el proceso de escritura.
Por último, una entrevista focalizada a seis estudiantes con diferentes niveles de desempeño en escritura: muy desarrollado, en desarrollo y no desarrollado, (dos niños en cada nivel), considerando los resultados de las Pruebas de Comprensión Lectora y Producción de Textos. El objetivo de este instrumento, correspondió a establecer el modo de expresión de la dimensión metacognitiva en su escritura.
Según los resultados de la investigación, la inteligencia intrapersonal, en su dimensión metacognitiva no influye de manera significativa en la producción de textos de la muestra estudiada. Sin perjuicio de esto, el estudio también sugiere que los niños y niñas estudiados poseen nociones metacognitivas, pero no son capaces de aplicarlas en tareas de producción de textos.
The current research study focused on “the importance of intrapersonal intelligence–especially on its metacognitive dimension–on fifth grade students’ text production from Colegio San Esteban Mártir”, and its main objective was to demonstrate the relation between metacognitive dimension of intrapersonal intelligence and learners’ text production. This study theoretical framework, was oriented by authors specialized in multiple intelligence, writing, constructivism, and metacognition. Authors such as Howard Gardner, Thomas Armstrong, Daniel Cassany, César Coll, and John Flavell. In respect to the Methodology, the sample of the study was 35 fifth graders from a co-educational school. To gather data,reading comprehension tests, and text production procedures (Fundación Arauco, Medina, A., Guajardo, A.)were applied to the fifth graders before mentioned, these instruments made possible to diagnose learners text production by using an objective and standardized tool, that involved comprehension, text production stages and its properties. Secondly, the intrapersonal questionnaire–Metacognition and Writing (IIME) aimed to determine the degree of consciousness that children have in relation to self-awareness of their own self-learning and metacognition, all related to intrapersonal intelligence during the writing process. Finally, an interview was conducted to six fifth graders with three different competence levels: highly developed, developing, and undeveloped (two learners per level), learners were classified according to results obtained in the reading comprehension and text production tests. The aim of these tests was establishing the way of expression and the metacognitive dimension of students’ writing. According to the current research results, it is possible to say that intrapersonal intelligence in its metacognitive dimension did not influence text production of this study sample. Notwithstanding, the study also suggests learners studied knew some metacognitive notions about themselves but they were not able to apply them in their writing tasks.
The current research study focused on “the importance of intrapersonal intelligence–especially on its metacognitive dimension–on fifth grade students’ text production from Colegio San Esteban Mártir”, and its main objective was to demonstrate the relation between metacognitive dimension of intrapersonal intelligence and learners’ text production. This study theoretical framework, was oriented by authors specialized in multiple intelligence, writing, constructivism, and metacognition. Authors such as Howard Gardner, Thomas Armstrong, Daniel Cassany, César Coll, and John Flavell. In respect to the Methodology, the sample of the study was 35 fifth graders from a co-educational school. To gather data,reading comprehension tests, and text production procedures (Fundación Arauco, Medina, A., Guajardo, A.)were applied to the fifth graders before mentioned, these instruments made possible to diagnose learners text production by using an objective and standardized tool, that involved comprehension, text production stages and its properties. Secondly, the intrapersonal questionnaire–Metacognition and Writing (IIME) aimed to determine the degree of consciousness that children have in relation to self-awareness of their own self-learning and metacognition, all related to intrapersonal intelligence during the writing process. Finally, an interview was conducted to six fifth graders with three different competence levels: highly developed, developing, and undeveloped (two learners per level), learners were classified according to results obtained in the reading comprehension and text production tests. The aim of these tests was establishing the way of expression and the metacognitive dimension of students’ writing. According to the current research results, it is possible to say that intrapersonal intelligence in its metacognitive dimension did not influence text production of this study sample. Notwithstanding, the study also suggests learners studied knew some metacognitive notions about themselves but they were not able to apply them in their writing tasks.
Notas
Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Libros de Texto, Investigaciones, Enseñanza Básica, Inteligencia