Concepciones de la escritura académica en estudiantes universitarios
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Abstract
: The present study aimed to identify the conceptions of university students about different facets of academic writing (uses and functions of writing, representation of the task, planning and textualization, revision and correction) in its epistemic dimension (associated with the elaboration and situated structuring of ideas and learning from the written production) and reproductive (linked to the repetition of information in writing processes). Likewise, their variation according to gender, semester of studies and academic performance was compared. 359 medical students participated, who responded to the Instrument of Conceptions on Academic Writing. The results in all the comparatives show elevated epistemic conceptions, at the same time indicate reproductive ideas about the representation of the task at an intermediate level or close to it. Given this, students are unable to consolidate their epistemic perspective on writing. In addition, differences are detected in the reproductive conceptions of planning and textualization, depending on academic performance. It is concluded that the coexistence of both epistemic and reproductive conceptions in students has been corroborated, as well as the importance of knowing in depth through research the conceptions of writing of students in order to generate educational strategies. in accordance with their needs, which favor the development of concepts that promote the elaboration of ideas, the construction of learning through written production and the development of academic texts of adequate quality.
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