An Inventory of Purpose-Built Learning Actions to Build Text-Based and Topic- Based Knowledge.
Saved in:
| Title: | An Inventory of Purpose-Built Learning Actions to Build Text-Based and Topic- Based Knowledge. |
|---|---|
| Alternate Title: | Inventario de metas de acción de aprendizaje para construir conocimientos basados en texto y tema. Inventário de metas de ação de aprendizagem para construir conhecimentos baseados em texto e tema. |
| Authors: | Amaya Buelvas, Argemiro José1 argemirojab@hotmail.com |
| Source: | Actualidades Pedagógicas. ene-jun2017, Issue 69, p193-226. 33p. |
| Abstract (English): | This research is based on ESL reading comprehension. Its purpose is to identify which purpose-built learning actions for constructing text-based and topic-based knowledge first-semester students from the English Language Teaching Program at Universidad de Córdoba applied more often while reading. Data was gathered through a reading platform called knock Why?, along with a reading activity in which students brought up purpose-built learning actions. After using the platform, the students answered a questionnaire in order to evaluate their experience and opinion about the platform's design. Results showed that students brought a significant amount of purpose-built learning actions, which mainly concerned textual-based knowledge, rather than topic-based. Results also revealed that students' experience with the platform and its design was significant when bringing up purpose-built learning actions. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La investigación se basó en procesos de comprensión lectora en inglés como segunda lengua. Su propósito fue identificar cuáles son las metas de acción de aprendizaje para construir el conocimiento textual y temático que aplicaron más al leer los estudiantes de primer semestre de la Licenciatura en Inglés de la Universidad de Córdoba. Los datos se recolectaron luego de implementar una plataforma de lectura llamada knockWhy? En esta se encontraba una actividad lectora en la que los estudiantes debían plantear acciones propositivas de aprendizaje, un cuestionario aplicado a los estudiantes después de haber utilizado la plataforma para evaluar su experiencia y su opinión acerca del diseño. Los resultados revelaron que los estudiantes plantearon un número significativo de acciones de aprendizaje propositivas y que estas se basaron, en su mayoría, en conocimiento textual. Los resultados también revelaron que la experiencia de los estudiantes con la plataforma y su diseño fue significativa en el momento de plantear las acciones de aprendizaje propositivas. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A pesquisa baseou-se em processos de compreensão de leitura em inglês como segunda língua. O objetivo foi identificar quais são as metas de ação de aprendizagem para construir o conhecimento textual e temático que os estudantes de primeiro semestre do programa de Licenciatura em Inglês da Universidade de Córdoba aplicaram com maior frequência durante a leitura. Os dados foram coletados após usar uma plataforma de leitura chamada knockWhy? A plataforma incluía uma atividade de leitura na qual os estudantes deviam propor ações de aprendizagem propositivas, um questionário aplicado aos alunos depois de usar a plataforma para avaliar a sua experiência e opinião sobre o desenho. Os resultados revelaram que os estudantes propuseram uma quantidade significativa de ações de aprendizagem propositivas baseadas principalmente no conhecimento textual. Os resultados também revelaram que a experiência dos estudantes com a plataforma e seu design foi significativa na hora de propor as ações de aprendizagem propositivas. [ABSTRACT FROM AUTHOR] |
| Copyright of Actualidades Pedagógicas is the property of Revista Actualidades Pedagogicas and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| Abstract: | This research is based on ESL reading comprehension. Its purpose is to identify which purpose-built learning actions for constructing text-based and topic-based knowledge first-semester students from the English Language Teaching Program at Universidad de Córdoba applied more often while reading. Data was gathered through a reading platform called knock Why?, along with a reading activity in which students brought up purpose-built learning actions. After using the platform, the students answered a questionnaire in order to evaluate their experience and opinion about the platform's design. Results showed that students brought a significant amount of purpose-built learning actions, which mainly concerned textual-based knowledge, rather than topic-based. Results also revealed that students' experience with the platform and its design was significant when bringing up purpose-built learning actions. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01201700 |
| DOI: | 10.19052/ap.4101 |
