Developing writing as a situated social practice through project approach.
Este estudio tiene el propósito de desarrollar el proceso de la escritura como una Práctica Situada a través de la implementación de la metodología de Aprendizaje Basado en Proyectos en estudiantes de quinto grado en un colegio público en Colombia. En este sentido, se encuentra una situación problem...
- Autores:
-
Atehortua Durán, Lina María
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/12730
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/12730
- Palabra clave:
- Proceso de escritura
Escritura como práctica situada
Aprendizaje basado en proyectos
Process writing
Writing as a situated social practice
Project-based learning
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Developing writing as a situated social practice through project approach. |
| dc.title.translated.eng.fl_str_mv |
Desarrollo de la escritura como Práctica Situada a través del Aprendizaje Basado en Proyectos. |
| title |
Developing writing as a situated social practice through project approach. |
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Developing writing as a situated social practice through project approach. Proceso de escritura Escritura como práctica situada Aprendizaje basado en proyectos Process writing Writing as a situated social practice Project-based learning |
| title_short |
Developing writing as a situated social practice through project approach. |
| title_full |
Developing writing as a situated social practice through project approach. |
| title_fullStr |
Developing writing as a situated social practice through project approach. |
| title_full_unstemmed |
Developing writing as a situated social practice through project approach. |
| title_sort |
Developing writing as a situated social practice through project approach. |
| dc.creator.fl_str_mv |
Atehortua Durán, Lina María |
| dc.contributor.advisor.spa.fl_str_mv |
Martínez Cifuentes, Diana |
| dc.contributor.author.spa.fl_str_mv |
Atehortua Durán, Lina María |
| dc.subject.spa.fl_str_mv |
Proceso de escritura Escritura como práctica situada Aprendizaje basado en proyectos |
| topic |
Proceso de escritura Escritura como práctica situada Aprendizaje basado en proyectos Process writing Writing as a situated social practice Project-based learning |
| dc.subject.keywords.eng.fl_str_mv |
Process writing Writing as a situated social practice Project-based learning |
| description |
Este estudio tiene el propósito de desarrollar el proceso de la escritura como una Práctica Situada a través de la implementación de la metodología de Aprendizaje Basado en Proyectos en estudiantes de quinto grado en un colegio público en Colombia. En este sentido, se encuentra una situación problemática en la población con respecto a su aprendizaje de inglés, la cual revela que los estudiantes están usualmente expuestos a actividades basadas en repetición, memorización y traducción. De este modo, el propósito de esta propuesta es analizar cómo el uso de un proyecto de educación ambiental beneficia a los estudiantes para desarrollar el proceso de la escritura como una práctica situada teniendo en cuenta las experiencias, pensamientos y el contexto sociocultural de los estudiantes promoviendo actividades experienciales y colaborativas. |
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2020 |
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2020 |
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2021-02-08T16:40:04Z |
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2021-02-08T16:40:04Z |
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info:eu-repo/semantics/bachelorThesis |
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Tesis/Trabajo de grado - Monografía – Pregrado |
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eng |
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Abshor, U. (2017). The project approach on environmental education: an action research for children’s social-emotional development. Asia-Pacific Journal of Research. Retrieved from: http://dx.doi.org/10.17206/apjrece.2017.11.1.1 Aghayani, B. y Hajmohammadi, E. (2019). Project-based learning: Promoting EFL learners’ writing skills. LLT Journal: A Journal on Language and Language Teaching. Retrieved from: http://e-journal.usd.ac.id/index.php/LLT Ariza, A. (2005). The Process Writing Approach: An Alternative to Guide the Students’ Compositions. National University of Colombia. Profile 6, 37-46. Awasthy, M., Popovic, A. Z., Linklater, W. L., (2012). Experience in local urban wildlife research enhances a conservation education programme with school children. Pacific Conservation Biology, 18(1), 41 - 46. Retrieved from: https://www.childrenandnature.org/research/nature-based-environmental-education-programs-contribute-to-short-term-gains-in-environmental-outcomes-for-gifted-children/ Bautista, G and Escofet, A (S.A.). Project-based learning with ICT: changes in ecology classroom in primary school. Open University of Catalonia and University of Barcelona. Barcelona, España. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.212.6024&rep=rep1&type=pdf Bayham, M (1995). Literacy practices: Investigating Literacy in Social Contexts. London and New York: Longman. Bermudez, O. (2003). Cultura y Ambiente: La educación ambiental, contexto y perspectivas. Retrieved from: https://books.google.com.co/books?id=ZpsYT2zJmEAC&printsec=frontcover#v=onepage&q&f=false Brewer, J.A. (2014). Introduction to Early Childhood Education. 6th Ed. Boston: Pearson. Bülent A, and Stoller, F. (2005). Maximizing the Benefits of Project Work in Foreign Language Classrooms. United States – Turkey: English Teaching Forum. Vol. 43. N. 4. Cano, L. (2012). La Educación Ambiental en la Básica Primaria: perspectivas desde la Teoría Ecológica de Urie Bronfenbrenner. (Tesis de maestría). Universidad Nacional de Colombia, Manizales, Colombia. Retrieved from: http://bdigital.unal.edu.co/9263/1/6809502.2012.pdf Chapetón, M. (2007) Literacy as a Resource to Build Resiliency. Bogotá, Colombia: Universidad Pedagógica Nacional. Edwards, R. and Holland, J. (2013). What is qualitative interviewing? Retrieved from: http://ebookcentral.proquest.com. Felipe, M. (2015). A Review of Critical Literacy beliefs and practices of English Language Learners and Teachers. University of Sydney Papers in TESOL, 10, 29-56. Freeman, D. (1998). Doing Teacher-Research: From Inquiry to Understanding. Heinle & Heinle Publishers. Freire, Paulo. & Macedo, D. (1989). Alfabetización: lectura de la palabra y lectura de la realidad. Barcelona: Paidós. Friedlander, A. (1997). Composing in English: effects of a first language on writing in English as a second language. B. Kroll (Ed.). Cambridge: The Press Syndicate of The University of Cambridge. Gee, J. (2003). Social linguistics and literacies: Ideologies in discourses. London: Routledge Falmer. Graham, S. (2011). The Process Writing Approach: A Meta-analysis. Doi: 10.1080/00220671.2010.488703 Graham, S. (n.d.). Teaching English British Council. Barcelona, España. https://www.teachingenglish.org.uk/article/approaches-process-writing#:~:text=The%20process%20approach%20treats%20all,in%20the%20writing%20process%20itself. Harmer, J. (2007). How to teach English. Harlow, England: Pearson Education Limited. Hopkins, D. (2008). A Teacher’s Guide to Classroom Research. New York, USA: Open University Press McGraw-Hill Education. Hyland, K. (2004). Second Language Writing. New York, United States: Cambridge University Press. Katz, L. and Chard, S. (2000). Engaging Children’s Minds: The Project Approach. Retrieved form: http://www.projectapproach.org/store/ Katz, L. and Chard, S. (1992). The Project Approach. United States: Approaches to Early Childhood Education, 2nd Edition. Publishing Co. Retrieved from: Educational Resources Information center (ERIC). Kilpatrik, W. (1918). The Project Method. New York: Teachers College, Columbia University. Retrieved from: http://www.educationengland.org.uk/documents/kilpatrick1918/index.html Kostelnik et al. (2015). Developmentally Appropriate Curriculum. New York, US: Pearson. Larmer J, Mergendoller, J, and Boss, S. (2015) Setting the Standard for Project Based Learning. Alexandria, VA: ASCD copublished with Buck Institute for Education. Lightbrown, P. and Spada, N. (2013). How Languages are learned. United Kingdom: Oxford University Press. Lillis, T. (2001). Student Writing: Access, Regulation, Desire. New York: Routledge. McMillan, J. and Schumacher, S. (2005). Investigación Educativa 5.ª edición. Madrid, España: Pearson Educación, S. A. MEN, (2005). Educar para el desarrollo sostenible. Altablero, volume (36), Retrieved from: https://www.mineducacion.gov.co/1621/article-90893.html Morera, A. (2019). I’m a writer: Developing situated writing using genre-based tasks to create a diary with fourth graders at Hernando Durán Dussán school. (Undergraduate thesis). Universidad Pedagógica Nacional. Bogotá, Colombia. Muluh, C. (2011). EFL/ESL and Environmental Education: Towards an Eco-Applied Linguistic Awareness in Cameroon. World Journal of Education. Volumen (1). P. 110-18. Oldfather, P., West, J., White, J., and Wilmarth, J. (1999). Learning Through Children’s eyes: Social Constructivism and the Desire to Learn. Retrieved from: https://b-ok.cc/book/691179/27ef31 Pitchard, A. and Woolard, J. (2010). Psychology for the Classroom Constructivism and Social Learning. New York, USA: Routledge. Seow, A. (1996). How to Respond to Student Writing. Singapore: Institute of Education. Stanley, G. (S.A.). Teaching English British Council. Barcelona, España: British Council. Retrieved from: https://www.teachingenglish.org.uk/article/approaches-process-writing Thuan, P. (2018). Project Based Learning: From Theory to EFL Classroom Practice. Hoa Lu University, Vietnam. Retrieved from: https://www.researchgate.net/publication/331071691 Vaca, A. (2016). Promoting Speaking Skills in an EFL Classroom through Project-based Learning: A Way to Involve Learners in Participatory Classes. (Masters thesis). Universidad Distrital Francisco José de Caldas. Bogotá, Colombia. Vygotsky, L. (1986). Mind in society. The Development of Higher Psychological Processes. London, England: Harvard University Press. |
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Martínez Cifuentes, DianaAtehortua Durán, Lina María2021-02-08T16:40:04Z2021-02-08T16:40:04Z2020http://hdl.handle.net/20.500.12209/12730instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este estudio tiene el propósito de desarrollar el proceso de la escritura como una Práctica Situada a través de la implementación de la metodología de Aprendizaje Basado en Proyectos en estudiantes de quinto grado en un colegio público en Colombia. En este sentido, se encuentra una situación problemática en la población con respecto a su aprendizaje de inglés, la cual revela que los estudiantes están usualmente expuestos a actividades basadas en repetición, memorización y traducción. De este modo, el propósito de esta propuesta es analizar cómo el uso de un proyecto de educación ambiental beneficia a los estudiantes para desarrollar el proceso de la escritura como una práctica situada teniendo en cuenta las experiencias, pensamientos y el contexto sociocultural de los estudiantes promoviendo actividades experienciales y colaborativas.Submitted by Lina Maria Atehortua Duran (del_lmatehortuad278@pedagogica.edu.co) on 2020-12-10T21:01:24Z No. of bitstreams: 2 situated writing project approach .pdf: 4691076 bytes, checksum: c0cef9dc4dc1c12324b7f98276e88a22 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 164614 bytes, checksum: 27ea20fd53f3b9ae2a304bb8e290f7b1 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-12-12T00:45:52Z (GMT) No. of bitstreams: 2 situated writing project approach .pdf: 4691076 bytes, checksum: c0cef9dc4dc1c12324b7f98276e88a22 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 164614 bytes, checksum: 27ea20fd53f3b9ae2a304bb8e290f7b1 (MD5)Rejected by Maria Emilia ROJAS PINZÓN (merojas@pedagogica.edu.co), reason: La Licencia de Uso no está firmada por la estudiante. Por favor firmar la Licencia de Uso, escanearla y volver a subirla al repositorio, Gracias. on 2020-12-18T11:01:34Z (GMT)Submitted by Lina Maria Atehortua Duran (del_lmatehortuad278@pedagogica.edu.co) on 2020-12-19T16:22:43Z No. of bitstreams: 2 situated writing project approach .pdf: 4691076 bytes, checksum: c0cef9dc4dc1c12324b7f98276e88a22 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 227401 bytes, checksum: fc9897441a2b235bb88310fa32ce6171 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-01-20T02:29:46Z (GMT) No. of bitstreams: 2 situated writing project approach .pdf: 4691076 bytes, checksum: c0cef9dc4dc1c12324b7f98276e88a22 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 227401 bytes, checksum: fc9897441a2b235bb88310fa32ce6171 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-02-08T16:40:04Z (GMT) No. of bitstreams: 2 situated writing project approach .pdf: 4691076 bytes, checksum: c0cef9dc4dc1c12324b7f98276e88a22 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 227401 bytes, checksum: fc9897441a2b235bb88310fa32ce6171 (MD5)Made available in DSpace on 2021-02-08T16:40:04Z (GMT). No. of bitstreams: 2 situated writing project approach .pdf: 4691076 bytes, checksum: c0cef9dc4dc1c12324b7f98276e88a22 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 227401 bytes, checksum: fc9897441a2b235bb88310fa32ce6171 (MD5) Previous issue date: 2020Universidad Pedagógica NacionalLicenciado en Español e InglésTesis de pregradoThis study has the purpose to develop the process of writing as a Situated Social Practice throughout the implementation of Project Based Learning Approach in fifth graders of a public school in Colombia. In this sense, the researcher encounters a problematic situation regarding English language learning in the population, which reveals that students are usually exposed to activities based on repetition, memorization, and translation. Hence, the aim of this proposal is to analyze how the use of an environmental education project benefits students to develop the process of writing as a Situated Social Practice, taking into account the participants’ experiences, thoughts, and socio-cultural backgrounds by being involved in activities that promote experiential and collaborative learning.PDFapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalProceso de escrituraEscritura como práctica situadaAprendizaje basado en proyectosProcess writingWriting as a situated social practiceProject-based learningDeveloping writing as a situated social practice through project approach.Desarrollo de la escritura como Práctica Situada a través del Aprendizaje Basado en Proyectos.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAbshor, U. (2017). The project approach on environmental education: an action research for children’s social-emotional development. Asia-Pacific Journal of Research. Retrieved from: http://dx.doi.org/10.17206/apjrece.2017.11.1.1Aghayani, B. y Hajmohammadi, E. (2019). Project-based learning: Promoting EFL learners’ writing skills. LLT Journal: A Journal on Language and Language Teaching. Retrieved from: http://e-journal.usd.ac.id/index.php/LLTAriza, A. (2005). The Process Writing Approach: An Alternative to Guide the Students’ Compositions. National University of Colombia. Profile 6, 37-46.Awasthy, M., Popovic, A. Z., Linklater, W. L., (2012). Experience in local urban wildlife research enhances a conservation education programme with school children. Pacific Conservation Biology, 18(1), 41 - 46. Retrieved from: https://www.childrenandnature.org/research/nature-based-environmental-education-programs-contribute-to-short-term-gains-in-environmental-outcomes-for-gifted-children/Bautista, G and Escofet, A (S.A.). Project-based learning with ICT: changes in ecology classroom in primary school. Open University of Catalonia and University of Barcelona. Barcelona, España. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.212.6024&rep=rep1&type=pdfBayham, M (1995). Literacy practices: Investigating Literacy in Social Contexts. London and New York: Longman.Bermudez, O. (2003). Cultura y Ambiente: La educación ambiental, contexto y perspectivas. Retrieved from: https://books.google.com.co/books?id=ZpsYT2zJmEAC&printsec=frontcover#v=onepage&q&f=falseBrewer, J.A. (2014). Introduction to Early Childhood Education. 6th Ed. Boston: Pearson.Bülent A, and Stoller, F. (2005). Maximizing the Benefits of Project Work in Foreign Language Classrooms. United States – Turkey: English Teaching Forum. Vol. 43. N. 4.Cano, L. (2012). La Educación Ambiental en la Básica Primaria: perspectivas desde la Teoría Ecológica de Urie Bronfenbrenner. (Tesis de maestría). Universidad Nacional de Colombia, Manizales, Colombia. Retrieved from: http://bdigital.unal.edu.co/9263/1/6809502.2012.pdfChapetón, M. (2007) Literacy as a Resource to Build Resiliency. Bogotá, Colombia: Universidad Pedagógica Nacional.Edwards, R. and Holland, J. (2013). What is qualitative interviewing? Retrieved from: http://ebookcentral.proquest.com.Felipe, M. (2015). A Review of Critical Literacy beliefs and practices of English Language Learners and Teachers. University of Sydney Papers in TESOL, 10, 29-56.Freeman, D. (1998). Doing Teacher-Research: From Inquiry to Understanding. Heinle & Heinle Publishers.Freire, Paulo. & Macedo, D. (1989). Alfabetización: lectura de la palabra y lectura de la realidad. Barcelona: Paidós.Friedlander, A. (1997). Composing in English: effects of a first language on writing in English as a second language. B. Kroll (Ed.). Cambridge: The Press Syndicate of The University of Cambridge.Gee, J. (2003). Social linguistics and literacies: Ideologies in discourses. London: Routledge Falmer.Graham, S. (2011). The Process Writing Approach: A Meta-analysis. Doi: 10.1080/00220671.2010.488703Graham, S. (n.d.). Teaching English British Council. Barcelona, España. https://www.teachingenglish.org.uk/article/approaches-process-writing#:~:text=The%20process%20approach%20treats%20all,in%20the%20writing%20process%20itself.Harmer, J. (2007). How to teach English. Harlow, England: Pearson Education Limited.Hopkins, D. (2008). A Teacher’s Guide to Classroom Research. New York, USA: Open University Press McGraw-Hill Education.Hyland, K. (2004). Second Language Writing. New York, United States: Cambridge University Press.Katz, L. and Chard, S. (2000). Engaging Children’s Minds: The Project Approach. Retrieved form: http://www.projectapproach.org/store/Katz, L. and Chard, S. (1992). The Project Approach. United States: Approaches to Early Childhood Education, 2nd Edition. Publishing Co. Retrieved from: Educational Resources Information center (ERIC).Kilpatrik, W. (1918). The Project Method. New York: Teachers College, Columbia University. Retrieved from: http://www.educationengland.org.uk/documents/kilpatrick1918/index.htmlKostelnik et al. (2015). Developmentally Appropriate Curriculum. New York, US: Pearson.Larmer J, Mergendoller, J, and Boss, S. (2015) Setting the Standard for Project Based Learning. Alexandria, VA: ASCD copublished with Buck Institute for Education.Lightbrown, P. and Spada, N. (2013). How Languages are learned. United Kingdom: Oxford University Press.Lillis, T. (2001). Student Writing: Access, Regulation, Desire. New York: Routledge.McMillan, J. and Schumacher, S. (2005). Investigación Educativa 5.ª edición. Madrid, España: Pearson Educación, S. A.MEN, (2005). Educar para el desarrollo sostenible. Altablero, volume (36), Retrieved from: https://www.mineducacion.gov.co/1621/article-90893.htmlMorera, A. (2019). I’m a writer: Developing situated writing using genre-based tasks to create a diary with fourth graders at Hernando Durán Dussán school. (Undergraduate thesis). Universidad Pedagógica Nacional. Bogotá, Colombia.Muluh, C. (2011). EFL/ESL and Environmental Education: Towards an Eco-Applied Linguistic Awareness in Cameroon. World Journal of Education. Volumen (1). P. 110-18.Oldfather, P., West, J., White, J., and Wilmarth, J. (1999). Learning Through Children’s eyes: Social Constructivism and the Desire to Learn. Retrieved from: https://b-ok.cc/book/691179/27ef31Pitchard, A. and Woolard, J. (2010). Psychology for the Classroom Constructivism and Social Learning. New York, USA: Routledge.Seow, A. (1996). How to Respond to Student Writing. Singapore: Institute of Education.Stanley, G. (S.A.). Teaching English British Council. Barcelona, España: British Council. Retrieved from: https://www.teachingenglish.org.uk/article/approaches-process-writingThuan, P. (2018). Project Based Learning: From Theory to EFL Classroom Practice. Hoa Lu University, Vietnam. Retrieved from: https://www.researchgate.net/publication/331071691Vaca, A. (2016). Promoting Speaking Skills in an EFL Classroom through Project-based Learning: A Way to Involve Learners in Participatory Classes. (Masters thesis). Universidad Distrital Francisco José de Caldas. Bogotá, Colombia.Vygotsky, L. (1986). Mind in society. The Development of Higher Psychological Processes. 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