Reading comprehension of scientific texts for students of educational psychology
This research, focusing on “academic literacy” as the problem we face these days relating to reading and in higher education, reviewed strategies used by students to understand the meaning of texts. The object of study is methodologically centered on students, texts and pedagogical and didactic prop...
Guardado en:
| Autores principales: | , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2020
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| Materias: | |
| Acceso en línea: | http://revele.uncoma.edu.ar/index.php/psico/article/view/2637 |
| Aporte de: |
| Sumario: | This research, focusing on “academic literacy” as the problem we face these days relating to reading and in higher education, reviewed strategies used by students to understand the meaning of texts. The object of study is methodologically centered on students, texts and pedagogical and didactic proposals. Focus groups brought light to students perceptions, beliefs and representations of activities related to interpretation and comprehension of scientific and academic texts; conceptions considered in connection with the university culture, studying its emergence and its role in legitimating the dominant model of current education. It could be argued that the different approaches to texts, reading, interpretation and the level of comprehension are ruled by patterns, criteria, uses and habits which are explicitly and implicitly established in pedagogic and didactic options. Here, in the institutional everyday life, where the interpretation, as a hermeneutical activity and the comprehension as the reconstruction of meanings appeared with a lower profile or in a collateral way, the activities of transcription, repetition and memorization have a hegemonic predominance. |
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