El desarrollo de la escritura académica con soporte digital para la formación inicial del profesorado

Abstract

This thesis includes the design and validation of specific didactic resources that deal with three current educative problematic issues that affect the Superior Education: the first one is the scarce training of the university students within the field of academic writing in scientific research; the second one is their lack of resources to take advantage of the applicability of the digital media available to that purpose; the third one comes from the lack of didactic resources available to help the university students in the writing process, using technologic support to improve their writing. With such purpose, different didactic resources were generated based on previous academic work and scientific research. These resources were developed following a competency-based scientific model as well as cognitive models of writing, which are based on the sequencing of conventional writing stages (invention, textualization and revision). Likewise the support of advance organizers and academic writing textual models of scientific research texts was used. The genre used to apply the pedagogical implementation was the research article due to its suitability to develop the academic writing competency. The research article contributed to the development of the students¿ cognitive capacities related both to academic writing as well as the knowledge the article provides. The design started from the interpretive qualitative methodology of action research and it¿s organized to apply and validate the didactic resources generated in two spiral cycles corresponding to 2014-2015 and 2015-2016 academic years. The sample consisted in 128 students of the Degree in Primary Education of University of Murcia, of which 70 belong to 2nd year and 58 to 4th year. In the first cycle the didactic resources generated from the didactic action of preparing an original self-made research article by each student with the pedagogic support of the generated resources were applied and validated. This procedure concluded with the attendance of the students to a fictitious virtual congress in which the participants reflect on the scientific information collected and act as revisers to help each other to improve their academic writing. During the second cycle of the research the instruments applied were revised on the basis of the results obtained in the first implementation and the pedagogic action is replicated, with the difference that in this occasion the students participate in a real congress. The results obtained from the implementation of both quantitative and qualitative instruments inform the students show an improvement in their knowledge of academic writing after concluding this research: texts with higher coherence, cohesion and sociolinguistic competence; which follow APA Style more accurately; and fulfill the requirements of the textual genre.