DOI:
https://doi.org/10.14483/22487085.18825Published:
2023-06-26Issue:
Vol. 25 No. 1 (2023): January-JuneSection:
Research ArticlesTeacher-Made Materials Based on Meaningful Learning to Foster Writing Skills.
Materiales Diseñados por Docentes Basados en Aprendizaje Significativo para Fomentar Habilidades de Escritura.
Keywords:
aprendizaje significativo (es).Downloads
Abstract (en)
This qualitative action research study explores the contribution of teacher-made materials based on meaningful learning to the development of tenth graders’ writing skills. It was carried out with 35 students at a state-funded school in Florencia - Caquetá, Colombia. The instruments used for data collection were students’ artifacts, teacher’s field notes, and a focus group interview. The findings evince that the implementation of well-informed teacher-made materials based on a Materials Development (MD) framework contributes to the development of the learning activities and fosters language learning and use. Besides, meaningful learning occurs as a result of contextualizing content and localizing and personalizing experiences in the learning activities proposed in the workshop to engage students in their completion. Moreover, the students’ writing skills enhance by scaffolding the construction of their texts through the process approach procedures and the cooperative work, as the learning approach that underpinned the development of the writing activities. Finally, giving and receiving feedback served as the source of learner-learner and teacher-learner identification of the state of progress in students’ writings.
Abstract (es)
Este estudio de investigación acción explora la contribución de materiales de enseñanza diseñados por el docente, con base en el aprendizaje significativo para el desarrollo de las habilidades escritas en estudiantes de grado décimo. Fue realizado con 35 estudiantes de una institución pública in la ciudad de Florencia Caquetá, Colombia. Los instrumentos usados para la recolección de información fueron los materiales de los estudiantes, notas de campo del profesor y una entrevista de grupo focal. Los resultados muestran que la implementación de materiales diseñados por el docente y fundamentados en un marco de referencia para el diseño de los mismos contribuye al desarrollo de las actividades de aprendizaje y fomenta el aprendizaje y el uso del lenguaje. Además, el aprendizaje significativo ocurre como resultado de contenido contextualizado y de experiencias localizadas y personalizadas en las actividades de aprendizaje propuestas en el taller a fin de involucrar a los estudiantes en su desarrollo. Finalmente, las habilidades de escritura de los estudiantes mejoraron notoriamente a través de la construcción de los textos mediante los estadios del enfoque de escritura por procesos el trabajo cooperativo, como el enfoque de aprendizaje en el que se apoyó el desarrollo de las actividades de escritura. Por último, dar y recibir realimentación estudiante-estudiante y de profesor-estudiante sirvió como identificación inicial del estado del progreso en los escritos del estudiante.
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