Approach to punctuation marks from an epistemic perspective

The comparative analysis between the conceptions and uses of punctuation used by students makes possible to understand why the acquired knowledge about its rules in the educational field is not reflected in their textual practices. In this way, this paper aims to become an exhortation to rethink the...

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Autores:
Julio Chitiva, Laura
Castro Robles, Yury
Tipo de recurso:
Article of journal
Fecha de publicación:
2017
Institución:
Universidad Antonio Nariño
Repositorio:
Repositorio UAN
Idioma:
spa
OAI Identifier:
oai:repositorio.uan.edu.co:123456789/5339
Acceso en línea:
http://revistas.uan.edu.co/index.php/papeles/article/view/467
http://repositorio.uan.edu.co/handle/123456789/5339
Palabra clave:
punctuation marks
writing
cognitive processes
perceptions
education
signos de puntuación
escritura
procesos cognoscitivos
concepciones
educación
Rights
openAccess
License
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
id UAntonioN2_932ea52f0eeb848307e558c461b4ff5a
oai_identifier_str oai:repositorio.uan.edu.co:123456789/5339
network_acronym_str UAntonioN2
network_name_str Repositorio UAN
repository_id_str
spelling Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)Acceso abiertohttps://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Julio Chitiva, LauraCastro Robles, Yury2021-11-10T00:52:21Z2021-11-10T00:52:21Z2017-08-17http://revistas.uan.edu.co/index.php/papeles/article/view/467http://repositorio.uan.edu.co/handle/123456789/5339The comparative analysis between the conceptions and uses of punctuation used by students makes possible to understand why the acquired knowledge about its rules in the educational field is not reflected in their textual practices. In this way, this paper aims to become an exhortation to rethink the elements that permeate the writing processes according to the punctuation marks in order to enable a strengthening in them; thus it is an epistemic recognition of relation among thinking, writing and punctuation. For this, a case study was carried out with 10th grade students from Colombo Florida Bilingual School, which allowed it to account for the phenomenon presented here.El análisis comparativo entre las concepciones y usos de los signos de puntuación empleados por los estudiantes posibilita comprender por qué el conocimiento adquirido acerca de sus reglas en el ámbito educativo no se ve reflejado en sus prácticas textuales. Este artículo busca convertirse en una exhortación a repensar los elementos que permean los procesos escriturales en relación al uso de los signos de puntuación a fin de propiciar un fortalecimiento en los mismos; se trata entonces de un reconocimiento, de tipo epistémico, de la relación que se da entre el pensamiento, la escritura y los signos de puntuación. Para ello, se realizó un estudio de caso con estudiantes de 10° grado del Colegio Colombo Florida Bilingüe que permitiera dar cuenta del fenómeno aquí planteado.application/pdfspaUniversidad Antonio Nariñohttp://revistas.uan.edu.co/index.php/papeles/article/view/467/4002346-09110123-0670PAPELES; Vol. 9 No. 17 (2017); 38-48PAPELES; Vol. 9 Núm. 17 (2017); 38-48punctuation markswritingcognitive processesperceptionseducationsignos de puntuaciónescrituraprocesos cognoscitivosconcepcioneseducaciónApproach to punctuation marks from an epistemic perspectiveAproximación a los signos de puntuación desde una mirada epistémicainfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85123456789/5339oai:repositorio.uan.edu.co:123456789/53392024-10-09 23:10:54.522https://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertometadata.onlyhttps://repositorio.uan.edu.coRepositorio Institucional UANalertas.repositorio@uan.edu.co
dc.title.en-US.fl_str_mv Approach to punctuation marks from an epistemic perspective
dc.title.es-ES.fl_str_mv Aproximación a los signos de puntuación desde una mirada epistémica
title Approach to punctuation marks from an epistemic perspective
spellingShingle Approach to punctuation marks from an epistemic perspective
punctuation marks
writing
cognitive processes
perceptions
education
signos de puntuación
escritura
procesos cognoscitivos
concepciones
educación
title_short Approach to punctuation marks from an epistemic perspective
title_full Approach to punctuation marks from an epistemic perspective
title_fullStr Approach to punctuation marks from an epistemic perspective
title_full_unstemmed Approach to punctuation marks from an epistemic perspective
title_sort Approach to punctuation marks from an epistemic perspective
dc.creator.fl_str_mv Julio Chitiva, Laura
Castro Robles, Yury
dc.contributor.author.spa.fl_str_mv Julio Chitiva, Laura
Castro Robles, Yury
dc.subject.en-US.fl_str_mv punctuation marks
writing
cognitive processes
perceptions
education
topic punctuation marks
writing
cognitive processes
perceptions
education
signos de puntuación
escritura
procesos cognoscitivos
concepciones
educación
dc.subject.es-ES.fl_str_mv signos de puntuación
escritura
procesos cognoscitivos
concepciones
educación
description The comparative analysis between the conceptions and uses of punctuation used by students makes possible to understand why the acquired knowledge about its rules in the educational field is not reflected in their textual practices. In this way, this paper aims to become an exhortation to rethink the elements that permeate the writing processes according to the punctuation marks in order to enable a strengthening in them; thus it is an epistemic recognition of relation among thinking, writing and punctuation. For this, a case study was carried out with 10th grade students from Colombo Florida Bilingual School, which allowed it to account for the phenomenon presented here.
publishDate 2017
dc.date.issued.spa.fl_str_mv 2017-08-17
dc.date.accessioned.none.fl_str_mv 2021-11-10T00:52:21Z
dc.date.available.none.fl_str_mv 2021-11-10T00:52:21Z
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/article
dc.type.coarversion.none.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.none.fl_str_mv http://revistas.uan.edu.co/index.php/papeles/article/view/467
dc.identifier.uri.none.fl_str_mv http://repositorio.uan.edu.co/handle/123456789/5339
url http://revistas.uan.edu.co/index.php/papeles/article/view/467
http://repositorio.uan.edu.co/handle/123456789/5339
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://revistas.uan.edu.co/index.php/papeles/article/view/467/400
dc.rights.none.fl_str_mv Acceso abierto
dc.rights.license.spa.fl_str_mv Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
dc.rights.uri.spa.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Acceso abierto
https://creativecommons.org/licenses/by-nc-sa/4.0/
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Antonio Nariño
dc.source.none.fl_str_mv 2346-0911
0123-0670
dc.source.en-US.fl_str_mv PAPELES; Vol. 9 No. 17 (2017); 38-48
dc.source.es-ES.fl_str_mv PAPELES; Vol. 9 Núm. 17 (2017); 38-48
institution Universidad Antonio Nariño
repository.name.fl_str_mv Repositorio Institucional UAN
repository.mail.fl_str_mv alertas.repositorio@uan.edu.co
_version_ 1814300406029746176

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