Main difficulties of novel university students when preparing a scientific text
The present research-action work is a descriptive mixed analysis of the micro-writing, macro-writing, methodological and writing in a public presentation errors committed by 46 novel psychology students when they making a compilation of scientific articles for an academic subject; choosing the highe...
- Autores:
-
Vázquez-Miraz, Pedro
Rentería, Camila
Martínez, María José
Zapata, Katherine
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad Tecnológica de Bolívar
- Repositorio:
- Repositorio Institucional UTB
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.utb.edu.co:20.500.12585/12376
- Acceso en línea:
- https://hdl.handle.net/20.500.12585/12376
- Palabra clave:
- Academic Writing;
Spanish Universities;
Proposals
LEMB
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/4.0/
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Main difficulties of novel university students when preparing a scientific text |
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Principales dificultades del alumnado universitario novel a la hora de elaborar un texto científico |
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Main difficulties of novel university students when preparing a scientific text |
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Main difficulties of novel university students when preparing a scientific text Academic Writing; Spanish Universities; Proposals LEMB |
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Main difficulties of novel university students when preparing a scientific text |
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Main difficulties of novel university students when preparing a scientific text |
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Vázquez-Miraz, Pedro Rentería, Camila Martínez, María José Zapata, Katherine |
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Vázquez-Miraz, Pedro Rentería, Camila Martínez, María José Zapata, Katherine |
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Academic Writing; Spanish Universities; Proposals |
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Academic Writing; Spanish Universities; Proposals LEMB |
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LEMB |
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The present research-action work is a descriptive mixed analysis of the micro-writing, macro-writing, methodological and writing in a public presentation errors committed by 46 novel psychology students when they making a compilation of scientific articles for an academic subject; choosing the highest quality project of the semester and comparing it with other academic works of the course. The objective of this pedagogical experience is based on the fact that students must learn researching skills such as important in research as the ability to obtain reliable and valid scientific information in from different databases, synthesizing all these data in a genuine document that is administrated by specific rules of writing and finally, they must make a public presentation of the results in a classroom within a stipulated time. Principal conclusions of this study indicate that university students have significant lacks when it comes to making an integrated and structured summary based on a specific regulation. © 2020 Universidad de Extremadura. All rights reserved. |
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2020 |
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Vázquez-Miraz, P., Rentería, C., Martínez, M. J., & Zapata, K. (2020). Principales dificultades del alumnado universitario novel a la hora de elaborar un texto científico. |
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10.17398/1988-8430.32.117 |
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Universidad Tecnológica de Bolívar |
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Vázquez-Miraz, P., Rentería, C., Martínez, M. J., & Zapata, K. (2020). Principales dificultades del alumnado universitario novel a la hora de elaborar un texto científico. 10.17398/1988-8430.32.117 Universidad Tecnológica de Bolívar Repositorio Universidad Tecnológica de Bolívar |
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Vázquez-Miraz, Pedroa271e49f-48cf-4192-a087-c1c35e59f19fRentería, Camila9534863e-9929-428e-b2f0-3ad1d67436e7Martínez, María José52a953bb-109e-4668-92a5-93118f65be27Zapata, Katherine5697ff7f-ff75-41ba-8b0c-2160b948ad342023-07-21T20:47:50Z2023-07-21T20:47:50Z20202023Vázquez-Miraz, P., Rentería, C., Martínez, M. J., & Zapata, K. (2020). Principales dificultades del alumnado universitario novel a la hora de elaborar un texto científico.https://hdl.handle.net/20.500.12585/1237610.17398/1988-8430.32.117Universidad Tecnológica de BolívarRepositorio Universidad Tecnológica de BolívarThe present research-action work is a descriptive mixed analysis of the micro-writing, macro-writing, methodological and writing in a public presentation errors committed by 46 novel psychology students when they making a compilation of scientific articles for an academic subject; choosing the highest quality project of the semester and comparing it with other academic works of the course. The objective of this pedagogical experience is based on the fact that students must learn researching skills such as important in research as the ability to obtain reliable and valid scientific information in from different databases, synthesizing all these data in a genuine document that is administrated by specific rules of writing and finally, they must make a public presentation of the results in a classroom within a stipulated time. Principal conclusions of this study indicate that university students have significant lacks when it comes to making an integrated and structured summary based on a specific regulation. © 2020 Universidad de Extremadura. All rights reserved.30 páginasapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2TejueloMain difficulties of novel university students when preparing a scientific textPrincipales dificultades del alumnado universitario novel a la hora de elaborar un texto científicoinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/drafthttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_b1a7d7d4d402bccehttp://purl.org/coar/resource_type/c_2df8fbb1Academic Writing;Spanish Universities;ProposalsLEMBCartagena de IndiasÁlvarez, G. Entornos virtuales de aprendizaje y didáctica de la lengua: dos experiencias con integración de TIC para mejorar las habilidades de lectura y escritura de estudiantes preuniversitarios (2012) Revista Q, 6 (12). Cited 2 times.Álvarez de Mon, I. Problemas en torno a la denominación del lenguaje científico-técnico: ciencia, técnica, tecnología e ingeniería (2001) Ibérica, 3, pp. 31-42. Cited 3 times.Alzahrani, S.M., Salim, N., Abraham, A. Understanding plagiarism linguistic patterns, textual features, and detection methods (2012) IEEE Transactions on Systems, Man and Cybernetics Part C: Applications and Reviews, 42 (2), art. no. 5766764, pp. 133-149. Cited 171 times. doi: 10.1109/TSMCC.2011.2134847Applegate, A.J., Applegate, M.D. The Peter Effect: Reading habits and attitudes of preservice teachers (2004) Reading Teacher, 57 (6), pp. 554-563. Cited 150 times.Applegate, A.J., Applegate, M.D.K., Mercantini, M.A., McGeehan, C.M., Cobb, J.B., DeBoy, J.R., Modla, V.B., (...), Lewinski, K.E. The Peter Effect Revisited: Reading Habits and Attitudes of College Students (2014) Literacy Research and Instruction, 53 (3), pp. 188-204. Cited 47 times. http://www.tandf.co.uk/journals/titles/19388071.asp doi: 10.1080/19388071.2014.898719Area-Moreira, M. Hacia la universidad digital: ¿dónde estamos y a dónde vamos? (2018) Revista Iberoamericana de Educación a Distancia, 21 (2), pp. 25-30. Cited 12 times. http://dx.doi.org/10.5944/ried.21.2.21801Avedaño, W.R., Paz, L.S., Rueda, G. Dificultades en la escritura académica y funciones cognitivas: revisión de estudios (2017) Sophia, 13 (1), pp. 132-143. Cited 2 times. http://dx.doi.org/10.18634/sophiaj.13v.1i.457Böttcher, F., Thiel, F. Evaluating research-oriented teaching: a new instrument to assess university students’ research competences (2018) Higher Education, 75 (1), pp. 91-110. Cited 37 times. http://www.kluweronline.com/issn/0018-1560 doi: 10.1007/s10734-017-0128-yCalle-Arango, L. Reading practices in academic writing centers and programs (2018) Teoria de la Educacion, 30 (2), pp. 155-172. 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Cited 15 times. http://132.248.192.201/seccion/perfiles/2015/n150a2015/mx.peredu.2015.n150.p91-104.pdfGómez-Rodríguez, D.T., Carranza-Abellá, Y., Ramos-Pineda, C.A. Revisión documental, una herramienta para el mejoramiento de las competencias de lectura y escritura en estudiantes universitarios (2016) Chakiñán. Revista de Ciencias Sociales y Humanidades, 1, pp. 46-56. Cited 3 times.González-Lamas, J., Cuevas, I., Mateos, M. Arguing from sources: design and evaluation of a programme to improve written argumentation and its impact according to students’ writing beliefs / Argumentar a partir de fuentes: diseño y evaluación de un programa para mejorar la argumentación escrita y su impacto en función de las creencias acerca de la escritura académica que mantienen los estudiantes (2016) Infancia y Aprendizaje, 39 (1), pp. 49-83. Cited 21 times. http://www.tandfonline.com/loi/riya20?open=36&repitition=0#vol_36 doi: 10.1080/02103702.2015.1111606Huerta, M., Goodson, P., Beigi, M., Chlup, D. 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