Evaluación diagnóstica de la composición escrita en alumnado de Educación Primariainfluencia mediática frente a Literatura infantil en la narración

Abstract

The great progress of technology and the media is relevant, as it not only facilitates our work, but also transforms society, in such a way that students grow up immersed in this evolution. This doctoral thesis evaluates the influence of the current media atmosphere of primary school students on their spontaneous written composition of narratives. For this purpose, its objectives include the analysis of the critical capacity with respect to the situations that provide the pretexts of the activities; the most frequently mentioned themes in their productions; the media elements that appear in them; the orthographic evaluation of the compositions; the relationships between the narratives created and the original story; as well as, an investigation of the teaching thought of the previous dimensions. The study is approached from the methodology of evaluative research, specifying its typology in a diagnostic evaluation based on a interpretative-humanistic paradigm, through an approach of symbolic interactionism, framed in a phenomenological design. The fieldwork was structured in two activities of written composition of narratives, in which two images modified with the inclusion of media elements in classics of children's literature were used as pretexts. This intervention was carried out in six schools in the Region of Murcia with different characteristics that define the variables of the study. The participants were the students in the fourth, fifth and sixth grades of Primary Education, as well as the teachers as tutors of the intervened classrooms involved, which made possible the triangulation of data from the 1200 narratives written by the students, together with the ad hoc interviews with their teachers. These instruments structure a qualitative treatment of the information based on content analysis with the Atlas.ti software. The results related to the students' critical capacity locate the greatest number of stories created at the lowest level, which coincides with the expectations shown by the teachers in this dimension of the interview; the topics dealt with by the students in the stories have allowed us to know those aspects that most focus their interests; the media elements cited by the students in their texts seem to prove that the influence is greater than what their teachers expected; The study also shows a level of spelling below the desirable values for the achievement of one of the main objectives of the stage, which is linked to the correct writing of different textual typologies, coinciding with the teachers' expectations; students in the last grades of Primary Education show in the study their ability to write new stories, although only percentages close to 25% are at the maximum level in this category. This research has great implications from the evaluation of writing in different dimensions, to verifying the sufficiency of the work in educational institutions to consolidate critical thinking and creativity related to the age of the participants. As an evaluative research, the knowledge generated by this research will be used as a final proposal for the improvement of the teaching-learning processes.