Impact of an Interdisciplinary Experience in Developing Story Writing Skills in the History Classroom from the A + S Methodology
DOI:
https://doi.org/10.17162/au.v9i3.379Keywords:
story writing, didactics of writing, service-learning, interdisciplinary work, language teaching.Abstract
The work presented here gives account of the results obtained after the implementation of a Service Learning Project that UCSH carried out together with the municipal school Los Bosquinos de Maipú. The main objective of this work was to evaluate the impact of this experience in the development of the production of narrative texts in the classroom of History, Geography and Social Science through an interdisciplinary work. From a didactic perspective, a didactic module was developed that is based on writing by projects from a processual approach. The study, of pre-experimental type with quantitative analysis, considers the textual revision, on the part of three expert judges, of the stories made by 32 students of seventh grade. The results show a considerable improvement in the quality of narrative texts, with an emphasis on discursive competence. On the other hand, the value that this experience of Service Learning represented not only for the institution of higher education, but also for the community partner stands out.Downloads
References
Andueza, A. (2015). La escritura como herramienta de aprendizaje significativo: un cuasiexperimento en la clase de ciencias. Revista Complutense de Educación, 653-668.
Aránega, S. y Domènech, J. (2001) La educación primaria. Retos, dilemas y propuestas, Barcelona: Graó.
Bruno de Castelli, E. Beke, R. (2004). La escritura: desarrollo de un proceso. Lectura y vida, 1-13.
Calsagmilia, H. Tusón, A. (1999). Las cosas del decir.Barcelona, España: Ariel.
Cassany, D. (2006). Tras las líneas .Barcelona. España: Anagrama.
Flower, L., y Hayes, J. (1981). A Cognitive Process Theory of Writing. College Composition and Communication. Vol. 32, No. 4, 365-387.
Gable, R. K., & Wolf,M. B. (1993). Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings(2nd ed.). Boston: Kluwer Academic Publishers.
Jouannet, C., Salas, M., Contreras, M. (2013). Modelo de implementación de Aprendizaje Servicio (A+S) en la UC. Una experiencia que impacta positivamente en la formación profesional integral. Calidad en la educación. (39). Disponible en https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-45652013000200007
McGartland, D., Berg-Weger, M., Tebb, S., Lee, S., Rauch, S.(2003).Objectifying content validity: Conducting a content validity study in social work research,Social Work Research(27), 94–104. Recuperado a partirde https://doi.org/10.1093/swr/27.2.94.
MINEDUC. (2016). Lengua y literatura: Programa de estudio séptimo básico.Santiago: Ministerio de Educación de Chile.
Puig Rovira, J. & Palos Rodríguez J. (2006).Rasgos pedagógicos de aprendizaje servicio.Cuadernos de pedagogía. N° 357. Recuperado de:http://www.ucv.ve/uploads/media/Rasgos_pedagogicos_AS.pdf
Sánchez, C. (1998). La interdisciplinariedad. Estudios de humanidades y ciencias sociales, 227-233
Solé, I. (1992). Estrategias de lectura.Barcelona, España: Graó.
Tedesco, J. Peyrano. G. Rial, S. & Tapia, M. (2008). Aprendizaje-servicio en la Escuela Secundaria. Recuperado de:http://www.clayss.org/04_publicaciones/me_arg/2009_modulo_secundario.pdf
Valdés, G. (2019) Estrechando lazos entre escuela y universidad: Percepciones de estudiantes de pedagogía en torno a una experiencia de A+S. Congreso Vinculación con el Medio. Congreso llevado a cabo en Santiago, Universidad Andrés Bello.
Valdés, G. Mendoza, M. y Galaz, K. (2017). Fortalecimiento de la competencia comunicativa escrita en estudiantes de primer año de pedagogía en castellano a través de una estrategia tutorial entre pares. Revista Electrónica Diálogos Educativos,16(32), 41-58. Recuperado a partir de http://revistas.umce.cl/index.php/dialogoseducativos/article/view/1181
Published
How to Cite
Issue
Section
License
- The authors retain their copyright but assign to the journal the right of the first publication, with the work registered under the Creative Commons attribution license, which allows third parties to use the published information as long as they mention the authorship of the work and that it was first published in this journal.
- Authors may make other independent or additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
- Authors are encouraged and advised to publish their work on the Internet (for example, on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster dissemination of the published work (see The Effect of Open Access).
