La escritura académica: Dificultades y necesidades en educación superior
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Edu Sup Rev Cient CEPIES
Abstract
En este artículo se presenta el diagnóstico de las dificultades y las necesidades de formación en escritura académica. El propósito de la investigación es proponer una estrategia didáctico metodológica basada en tareas para el fortalecimiento de la escritura académica en los estudiantes de tercer semestre de la Carrera de Ciencias de la Educación de la Universidad Mayor de San Andrés. Se trata de un estudio correlacional que busca determinar la relación entre las estrategias didácticas y la escritura académica. Teóricamente se apoyó en Camps y Castelló (2013), Hernández (2009), Morales y Cassany (2008) Sabaj (2009), y otros autores que estudiaron esta temática. El diseño de investigación que lo sustenta es el cuasiexperimental en el que participaron 43 estudiantes de los cuales 81% son mujeres y 19% son varones. El instrumento utilizado para la obtención de datos fue: el Cuestionario sobre escritura académica de Gutiérrez y Flórez (2011). Los resultados obtenidos indican que el 96% de los estudiantes universitarios manifiesta que tiene dificultades en la elaboración de textos escritos como ser en la redacción, la ortografía y la organización de ideas. De los datos analizados se desprende la conclusión de que la mayoría de los estudiantes reconocen las dificultades de escritura que tienen en el ámbito universitario y que las causas lo atribuyen a la enseñanza recibida en el nivel primario y secundario en su proceso de escolarización y destacan la importancia de la alfabetización académica en el ámbito universitario.
On this paper presents the diagnosis of the difficulties and the training needs in academicwriting. The purpose of the research is to propose a methodological didactic strategy based on tasks for the strengthening of the academicwriting in students of third semester ofthe careerof Education Sciences atthe Universidad Mayor de San Andres. This is a correlational study that seeks to determine the relationship between the teaching strate-gies and academicwriting. Theoretically, is supported in Camps and Castello (2013), Hernandez (2009), Morales and Cassany (2008) Sabaj (2009), and other authors who studied this topic. The design of investigation that sustains is the quasi-experimental study in which participated 43 students of whom 81 per cent are women and 19 per cent are men. The instrument used for obtaining information was: the Questionnaire on academic writing of Gutierrez and Florez (2011). The results obtained indicate that 96% of university students state that they have difficulties in the production of written texts howto be in writing, spelling and organization of ideas. Of the analyzed data, it is concluded that the majority of students recognize the difficulties of writing that they have in the university level and that the causes are attributed to the teaching received at the primary and secondary of their schooling process and they emphasize the importance ofthe academic literacy at the university level.
On this paper presents the diagnosis of the difficulties and the training needs in academicwriting. The purpose of the research is to propose a methodological didactic strategy based on tasks for the strengthening of the academicwriting in students of third semester ofthe careerof Education Sciences atthe Universidad Mayor de San Andres. This is a correlational study that seeks to determine the relationship between the teaching strate-gies and academicwriting. Theoretically, is supported in Camps and Castello (2013), Hernandez (2009), Morales and Cassany (2008) Sabaj (2009), and other authors who studied this topic. The design of investigation that sustains is the quasi-experimental study in which participated 43 students of whom 81 per cent are women and 19 per cent are men. The instrument used for obtaining information was: the Questionnaire on academic writing of Gutierrez and Florez (2011). The results obtained indicate that 96% of university students state that they have difficulties in the production of written texts howto be in writing, spelling and organization of ideas. Of the analyzed data, it is concluded that the majority of students recognize the difficulties of writing that they have in the university level and that the causes are attributed to the teaching received at the primary and secondary of their schooling process and they emphasize the importance ofthe academic literacy at the university level.
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Vol. 2, No. 1