Written production competences under a cognitive, procedural and contextual approach in agroindustrial engineering students

The purpose of this study was to design a didactic proposal to improve literacy, aimed at Agroindustrial Engineering students at UCLA. It is focused on the reading cognitive approaches by Parodi (2003) and Marin (1999), the production procedural approach by Parodi (op. cit.) and Albarran (2005),...

Volledige beschrijving

Bewaard in:

Bibliografische gegevens
Hoofdauteurs:	Escalona de Orellana, Ivy M., Hurtado, Osaly Gabriela, González, José Emilio
Formaat:	Online
Taal:	spa
Gepubliceerd in:	Universidad Centroccidental Lisandro Alvarado - Decanato de Ingeniería Civil 2014
Online toegang:	https://revistas.uclave.org/index.php/gt/article/view/1337
Tags:	Voeg label toe Geen labels, Wees de eerste die dit record labelt!

id	oai:ojs2.revistas.uclave.org:article-1337
record_format	ojs
spelling	oai:ojs2.revistas.uclave.org:article-13372018-07-27T15:07:07Z Written production competences under a cognitive, procedural and contextual approach in agroindustrial engineering students Propuesta didáctica para el desarrollo de competencias de comprensión lectora y producción escrita bajo un enfoque cognitivo, procesual y contextual, en estudiantes de ingeniería agroindustrial Escalona de Orellana, Ivy M. Hurtado, Osaly Gabriela González, José Emilio comprensión lectora producción escrita enfoque procesual enfoque contextual reading comprehension written production procedural approach contextual approach The purpose of this study was to design a didactic proposal to improve literacy, aimed at Agroindustrial Engineering students at UCLA. It is focused on the reading cognitive approaches by Parodi (2003) and Marin (1999), the production procedural approach by Parodi (op. cit.) and Albarran (2005), and contributions about writing teaching under a contextual model by Hernandez and Quintero (2001). It is based on the qualitative approach with a classroom action-research design. The subjects consisted of 30 first semester students from Agroindustrial Engineering. A teaching proposal, containing development activities of 8 class sessions with their teaching resources and methodological theoretical justification was elaborated. The proposal is centered on three aspects: 1) Weaknesses and needs identified through an applied diagnosis, 2) Review and selection of updated information or academic significance about the literacy teaching to higher level, and 3) Classroom experience El estudio tuvo como propósito, diseñar una propuesta didáctica para el mejoramiento de la lectoescritura, dirigida a estudiantes de Ingeniería Agroindustrial de la UCLA. Se sustenta en los enfoques cognitivos de la lectura de Parodi (2003) y Marín (1999); en el enfoque procesual de la producción escrita de Parodi (ob. cit.) y Albarrán (2005); y en los aportes de Hernández y Quintero (2001) acerca de la didáctica de la escritura bajo un modelo contextual. El diseño es una investigación acción en el aula, por lo cual, su enfoque es cualitativo. El corpus se constituyó por 30 cursantes del primer semestre de Ingeniería Agroindustrial, para quienes se elaboró una propuesta didáctica contentiva de las actividades de desarrollo de 8 sesiones de clases; cada actividad está acompañada de los recursos didácticos y su justificación teórica metodológica. La propuesta está fundamentada en tres aspectos: 1) debilidades y necesidades detectadas a través de un diagnóstico aplicado, 2) revisión y selección de información actualizada o con trascendencia académica acerca de la enseñanza de la lectoescritura a nivel superior, y 3) experiencia en el aula de clases Universidad Centroccidental Lisandro Alvarado - Decanato de Ingeniería Civil 2014-10-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo científico de investigación original application/pdf https://revistas.uclave.org/index.php/gt/article/view/1337 Gaceta Técnica; Vol. 11 No. 1 (2014): January-June; 77-88 Gaceta Técnica; Vol. 11 Núm. 1 (2014): Enero-Junio; 77-88 Gaceta Técnica; v. 11 n. 1 (2014): January-June; 77-88 2477-9539 spa https://revistas.uclave.org/index.php/gt/article/view/1337/634
institution	Universidad Centroccidental Lisandro Alvarado
collection	OJS
language	spa
format	Online
author	Escalona de Orellana, Ivy M. Hurtado, Osaly Gabriela González, José Emilio
spellingShingle	Escalona de Orellana, Ivy M. Hurtado, Osaly Gabriela González, José Emilio Written production competences under a cognitive, procedural and contextual approach in agroindustrial engineering students
author_facet	Escalona de Orellana, Ivy M. Hurtado, Osaly Gabriela González, José Emilio
author_sort	Escalona de Orellana, Ivy M.
title	Written production competences under a cognitive, procedural and contextual approach in agroindustrial engineering students
title_short	Written production competences under a cognitive, procedural and contextual approach in agroindustrial engineering students
title_full	Written production competences under a cognitive, procedural and contextual approach in agroindustrial engineering students
title_fullStr	Written production competences under a cognitive, procedural and contextual approach in agroindustrial engineering students
title_full_unstemmed	Written production competences under a cognitive, procedural and contextual approach in agroindustrial engineering students
title_sort	written production competences under a cognitive, procedural and contextual approach in agroindustrial engineering students
description	The purpose of this study was to design a didactic proposal to improve literacy, aimed at Agroindustrial Engineering students at UCLA. It is focused on the reading cognitive approaches by Parodi (2003) and Marin (1999), the production procedural approach by Parodi (op. cit.) and Albarran (2005), and contributions about writing teaching under a contextual model by Hernandez and Quintero (2001). It is based on the qualitative approach with a classroom action-research design. The subjects consisted of 30 first semester students from Agroindustrial Engineering. A teaching proposal, containing development activities of 8 class sessions with their teaching resources and methodological theoretical justification was elaborated. The proposal is centered on three aspects: 1) Weaknesses and needs identified through an applied diagnosis, 2) Review and selection of updated information or academic significance about the literacy teaching to higher level, and 3) Classroom experience
publisher	Universidad Centroccidental Lisandro Alvarado - Decanato de Ingeniería Civil
publishDate	2014
url	https://revistas.uclave.org/index.php/gt/article/view/1337
work_keys_str_mv	AT escalonadeorellanaivym writtenproductioncompetencesunderacognitiveproceduralandcontextualapproachinagroindustrialengineeringstudents AT hurtadoosalygabriela writtenproductioncompetencesunderacognitiveproceduralandcontextualapproachinagroindustrialengineeringstudents AT gonzalezjoseemilio writtenproductioncompetencesunderacognitiveproceduralandcontextualapproachinagroindustrialengineeringstudents AT escalonadeorellanaivym propuestadidacticaparaeldesarrollodecompetenciasdecomprensionlectorayproduccionescritabajounenfoquecognitivoprocesualycontextualenestudiantesdeingenieriaagroindustrial AT hurtadoosalygabriela propuestadidacticaparaeldesarrollodecompetenciasdecomprensionlectorayproduccionescritabajounenfoquecognitivoprocesualycontextualenestudiantesdeingenieriaagroindustrial AT gonzalezjoseemilio propuestadidacticaparaeldesarrollodecompetenciasdecomprensionlectorayproduccionescritabajounenfoquecognitivoprocesualycontextualenestudiantesdeingenieriaagroindustrial
_version_	1778749417283649536

Written production competences under a cognitive, procedural and contextual approach in agroindustrial engineering students

Gelijkaardige items