WHAT AND WHY DO STUDENTS WRITE IN A BIOLOGY LABORATORY PRACTICE AT SECONDARY SCHOOL?

Writing plays a central role in the comprehension of scientific concepts; however, at school it is frequently used as an evaluation resource or just for recording data. Taking this into account, we were interested in investigating the role of writing in class and the students’ perceptions about it....

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Autores:
Maubecin, Constanza Clara
García Romano, Leticia
Tipo de recurso:
Article of journal
Fecha de publicación:
2015
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
spa
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/4297
Acceso en línea:
http://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/4184
http://hdl.handle.net/20.500.12209/4297
Palabra clave:
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openAccess
License
https://creativecommons.org/licenses/by-nc/4.0
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network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
spelling Maubecin, Constanza ClaraGarcía Romano, Leticia2015-01-01http://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/418410.17227/20271034.vol.8num.14bio-grafia117.1282619-35312027-1034http://hdl.handle.net/20.500.12209/4297Writing plays a central role in the comprehension of scientific concepts; however, at school it is frequently used as an evaluation resource or just for recording data. Taking this into account, we were interested in investigating the role of writing in class and the students’ perceptions about it. In this article, we characterize the manuscripts that fifth year students wrote and the points of view about writing they exposed, in a private secondary school in Córdoba, Argentina. We analyzed the students’ drafts and final reports from different perspectives and we investigated through a questionnaire how students value the writing task and practical classes. The gathered results showed that students understand practical classes as any other learning opportunity contributing to Biology comprehension through conceptual and procedural tools. Besides, up to a certain extent, students recognized the epistemic potential of writing. In spite of these positive results, there were not relevant changes between the drafts and the final written productions, and the reports included predominantly narrative and explicative instead of argumentative sequences.La escritura constituye una herramienta esencial para el aprendizaje, sin embargo, en el marco de las prácticas en el aula, muchas veces se la utiliza solamente con el fin de acreditar los conocimientos o registrar datos. En función de esto, resultó de interés indagar el rol de la escritura en clase y la percepción de los alumnos sobre la misma. En este trabajo, se caracterizan las producciones escritas y la valoración de los estudiantes de quinto año de una escuela privada de Córdoba, Argentina, durante la realización de un trabajo práctico de laboratorio de biología. Se analizaron desde distintas perspectivas los borradores e informes finales realizados por los estudiantes y mediante un cuestionario se indagó cómo valoran los alumnos la tarea de escritura y la realización de trabajos prácticos. Se encontró que los estudiantes conciben el trabajo práctico como una instancia más de aprendizaje, que les brinda herramientas conceptuales y procedimentales que contribuyen a la comprensión de la biología y que reconocen, en cierta medida, el potencial epistémico de la escritura. A pesar de estos resultados positivos, no se observó una reestructuración relevante del escrito final a partir de los borradores y predominaron las secuencias narrativas y explicativas frente las argumentativas.Item created via OAI harvest from source: http://revistas.pedagogica.edu.co/index.php/bio-grafia/oai on 2018-08-29T13:48:57Z (GMT). Item's OAI Record identifier: oai:pedagogica.edu.co-REVISTAS-UPN-CO:article/4184application/pdfspaEditorial Universidad Pedagógica Nacionalhttp://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/4184/3535https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 InternationalBio-grafía Escritos sobre la biología y su enseñanza; Vol. 8 Núm. 14 (2015): ene-jun; 117.1282027-1034WHAT AND WHY DO STUDENTS WRITE IN A BIOLOGY LABORATORY PRACTICE AT SECONDARY SCHOOL?¿QUÉ Y PARA QUÉ SE ESCRIBE DURANTE UN TRABAJO PRÁCTICO DE LABORATORIO DE BIOLOGÍA EN LA ESCUELA SECUNDARIA?Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a8520.500.12209/4297oai:repository.pedagogica.edu.co:20.500.12209/42972024-01-19 14:49:09.16Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.co
dc.title.spa.fl_str_mv WHAT AND WHY DO STUDENTS WRITE IN A BIOLOGY LABORATORY PRACTICE AT SECONDARY SCHOOL?
¿QUÉ Y PARA QUÉ SE ESCRIBE DURANTE UN TRABAJO PRÁCTICO DE LABORATORIO DE BIOLOGÍA EN LA ESCUELA SECUNDARIA?
title WHAT AND WHY DO STUDENTS WRITE IN A BIOLOGY LABORATORY PRACTICE AT SECONDARY SCHOOL?
spellingShingle WHAT AND WHY DO STUDENTS WRITE IN A BIOLOGY LABORATORY PRACTICE AT SECONDARY SCHOOL?
title_short WHAT AND WHY DO STUDENTS WRITE IN A BIOLOGY LABORATORY PRACTICE AT SECONDARY SCHOOL?
title_full WHAT AND WHY DO STUDENTS WRITE IN A BIOLOGY LABORATORY PRACTICE AT SECONDARY SCHOOL?
title_fullStr WHAT AND WHY DO STUDENTS WRITE IN A BIOLOGY LABORATORY PRACTICE AT SECONDARY SCHOOL?
title_full_unstemmed WHAT AND WHY DO STUDENTS WRITE IN A BIOLOGY LABORATORY PRACTICE AT SECONDARY SCHOOL?
title_sort WHAT AND WHY DO STUDENTS WRITE IN A BIOLOGY LABORATORY PRACTICE AT SECONDARY SCHOOL?
dc.creator.fl_str_mv Maubecin, Constanza Clara
García Romano, Leticia
dc.contributor.author.spa.fl_str_mv Maubecin, Constanza Clara
García Romano, Leticia
description Writing plays a central role in the comprehension of scientific concepts; however, at school it is frequently used as an evaluation resource or just for recording data. Taking this into account, we were interested in investigating the role of writing in class and the students’ perceptions about it. In this article, we characterize the manuscripts that fifth year students wrote and the points of view about writing they exposed, in a private secondary school in Córdoba, Argentina. We analyzed the students’ drafts and final reports from different perspectives and we investigated through a questionnaire how students value the writing task and practical classes. The gathered results showed that students understand practical classes as any other learning opportunity contributing to Biology comprehension through conceptual and procedural tools. Besides, up to a certain extent, students recognized the epistemic potential of writing. In spite of these positive results, there were not relevant changes between the drafts and the final written productions, and the reports included predominantly narrative and explicative instead of argumentative sequences.
publishDate 2015
dc.date.issued.none.fl_str_mv 2015-01-01
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.local.spa.fl_str_mv Artículo de revista
dc.type.coar.eng.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.driver.eng.fl_str_mv info:eu-repo/semantics/article
format http://purl.org/coar/resource_type/c_6501
dc.identifier.none.fl_str_mv http://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/4184
10.17227/20271034.vol.8num.14bio-grafia117.128
dc.identifier.issn.none.fl_str_mv 2619-3531
2027-1034
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/4297
url http://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/4184
http://hdl.handle.net/20.500.12209/4297
identifier_str_mv 10.17227/20271034.vol.8num.14bio-grafia117.128
2619-3531
2027-1034
dc.language.iso.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/4184/3535
dc.rights.uri.none.fl_str_mv https://creativecommons.org/licenses/by-nc/4.0
dc.rights.accessrights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons.none.fl_str_mv Attribution-NonCommercial 4.0 International
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/4.0
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
eu_rights_str_mv openAccess
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Editorial Universidad Pedagógica Nacional
dc.source.spa.fl_str_mv Bio-grafía Escritos sobre la biología y su enseñanza; Vol. 8 Núm. 14 (2015): ene-jun; 117.128
2027-1034
institution Universidad Pedagógica Nacional
repository.name.fl_str_mv Repositorio Institucional Universidad Pedagógica Nacional
repository.mail.fl_str_mv repositorio@pedagogica.edu.co
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