Lectura, escritura y adquisición de conocimientos en Educación Secundaria y Educación Universitaria
Open accessAbstract
Este artículo presenta resultados de una investigación que identifica y caracteriza las tareas de lectura y escritura que se proponen y realizan para aprender. Se utilizó un diseño cuasiexperimental “ex post facto”, con tres variables independientes: rol (profesor, alumno), nivel educativo (primero y segundo ciclo de ESO, Bachillerato y Universidad) y dominio de conocimiento (social, natural). Las variables dependientes fueron la frecuencia de las tareas y sus características. Las respuestas de 214 profesores y 646 alumnos a cuestionarios fueron sometidas a diversos análisis estadísticos. Los resultados muestran que las tareas favorecedoras del aprendizaje constructivo son escasas, y en general, un panorama más tradicional de lo esperable.
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Argumentative syntheses are rare activities in Spanish secondary education.
“Although argumentative syntheses stand out for their educational value, they are rare activities in Spanish secondary education (Solé et al., 2005).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Solé et al., 2005
Cites
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Mateos, M., & Solé, I. (2009) · European Journal of Psychology of Education · doi:10.1007/bf03178760 · Cited by 124 · see citing works
Self-citationMateos, M., Martín, E., Cuevas, I., Villalón, R., Martínez, I., & González-Lamas, J. (2018) · Cognition and Instruction · doi:10.1080/07370008.2018.1425300 · Cited by 70 · see citing works
Self-citationReading and writing tasks on different university degree courses: what do the students say they do?
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Self-citationLuna, M., Villalón, R., Martínez-Álvarez, I., & Mateos, M. (2023) · Reading and Writing · doi:10.1007/s11145-021-10248-0 · Cited by 19 · see citing works
Self-citation
- Authors
- Solé, I., Mateos, M., Miras, M., Martín, E., Castells, N., Cuevas, I., & Gràcia, M.
- Affiliations
- Universitat de Barcelona (ES)
- Universidad Autónoma de Madrid (ES)
- Universidad Autónoma de Madrid
- Corresponding author
- Solé, Isabel
- Venue
- Infancia y Aprendizaje
- Publisher
- SAGE Publications
- Published
- 2005-01
- Volume
- 28
- Issue
- 3
- Pages
- 329-347
- ISSN
- 0210-3702 (ISSN-L)
- 1578-4126
- OpenAlex
- W2002767865
- Cited by
- 70
- References
- 24
- Citations by year
- 2025: 2 · 2024: 3 · 2023: 1 · 2022: 3 · 2021: 7 · 2020: 5 · 2019: 1 · 2018: 4 · 2017: 4 · 2016: 4 · 2015: 8 · 2014: 2 · 2013: 5 · 2012: 2
- FWCI
- 12.77
- Type
- journal article
- Language
- es
- Open access
- green
- hdl.handle.net
- Licence
- other-oa
- Locations
- Journal for the Study of Education and Development Infancia y Aprendizaje (publishedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Literacy and Educational Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Linguistics and Education Research
- Keywords
- reading tasks, writing assignments, knowledge acquisition, secondary education, university education, constructivist learning, teacher and student perspectives, ESO, baccalaureate
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