The role of writing in learning historical content: The behind the scenes of a shared text
This paper communicates advances of a didactic investigation that studies the functioning of situations of reading and writing in the teaching and the learning of the History. It analyzes aspects of the situation of writing of a didactic sequence centred on the education of different historical expl...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
2022
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/3802 |
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I22-R128-article-3802 |
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I22-R128-article-38022024-08-12T12:16:55Z The role of writing in learning historical content: The behind the scenes of a shared text El papel de la escritura en el aprendizaje de contenidos históricos: La trastienda de un texto compartido Cohen, Liliana Larramendy, Alina Investigación didáctica Escritura colaborativa Textualización Aprendizaje de contenidos históricos Didactic Investigation Collaborative Writing Writing Process Learning of historical contents This paper communicates advances of a didactic investigation that studies the functioning of situations of reading and writing in the teaching and the learning of the History. It analyzes aspects of the situation of writing of a didactic sequence centred on the education of different historical explanations on the sudden decrease in aboriginal population from the conquest of America. The situation of writing, orientated to promoting the remaking of the above mentioned contents on the part of the pupils, is realized in pairs or small groups along several classes and implies the rereading of the worn out texts and the writing and rewriting of the own depending on successive returns realized by the teacher. Focusing in the writing process by means of the analysis of the interactions between the pupils and with the teacher during the development of the collaborative writing, the paper proposes to understand the possible relations that this process of writing guards with the learning of the taught contents. El artículo comunica avances de una investigación didáctica que estudia el funcionamiento de situaciones de lectura y escritura en la enseñanza y el prendizaje de la Historia. Analiza aspectos de la situación de escritura de una secuencia didáctica centrada en la enseñanza de diferentes explicaciones históricas sobre la brusca disminución de la población aborigen a partir de la conquista de América. La situación de escritura, orientada a promover la reelaboración de dichos contenidos por parte de los alumnos, se realiza por parejas o pequeños grupos a lo largo de varias clases e implica la relectura de los textos trabajados y la escritura y reescritura del propio en función de sucesivas devoluciones realizadas por el maestro. Haciendo foco en el proceso de textualización mediante el análisis de las interacciones entre los alumnos y con el maestro durante el desarrollo de la escritura colaborativa, el artículo se propone comprender las posibles relaciones que guarda ese proceso de escritura con el aprendizaje de los contenidos enseñados. APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2022-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion texto application/pdf https://revele.uncoma.edu.ar/index.php/resenas/article/view/3802 Reseñas de Enseñanza de la Historia; Núm. 9 (2011): Agosto; 167-204 2796-9304 1668-8864 spa https://revele.uncoma.edu.ar/index.php/resenas/article/view/3802/60820 Derechos de autor 2022 Reseñas de Enseñanza de la Historia https://creativecommons.org/licenses/by-nc-sa/4.0/ |
| institution |
Universidad Nacional del Comahue |
| institution_str |
I-22 |
| repository_str |
R-128 |
| container_title_str |
Repositorio de Revistas Electrónicas REVELE (UNComahue) |
| language |
Español |
| format |
Artículo revista |
| topic |
Investigación didáctica Escritura colaborativa Textualización Aprendizaje de contenidos históricos Didactic Investigation Collaborative Writing Writing Process Learning of historical contents |
| spellingShingle |
Investigación didáctica Escritura colaborativa Textualización Aprendizaje de contenidos históricos Didactic Investigation Collaborative Writing Writing Process Learning of historical contents Cohen, Liliana Larramendy, Alina The role of writing in learning historical content: The behind the scenes of a shared text |
| topic_facet |
Investigación didáctica Escritura colaborativa Textualización Aprendizaje de contenidos históricos Didactic Investigation Collaborative Writing Writing Process Learning of historical contents |
| author |
Cohen, Liliana Larramendy, Alina |
| author_facet |
Cohen, Liliana Larramendy, Alina |
| author_sort |
Cohen, Liliana |
| title |
The role of writing in learning historical content: The behind the scenes of a shared text |
| title_short |
The role of writing in learning historical content: The behind the scenes of a shared text |
| title_full |
The role of writing in learning historical content: The behind the scenes of a shared text |
| title_fullStr |
The role of writing in learning historical content: The behind the scenes of a shared text |
| title_full_unstemmed |
The role of writing in learning historical content: The behind the scenes of a shared text |
| title_sort |
role of writing in learning historical content: the behind the scenes of a shared text |
| description |
This paper communicates advances of a didactic investigation that studies the functioning of situations of reading and writing in the teaching and the learning of the History. It analyzes aspects of the situation of writing of a didactic sequence centred on the education of different historical explanations on the sudden decrease in aboriginal population from the conquest of America. The situation of writing, orientated to promoting the remaking of the above mentioned contents on the part of the pupils, is realized in pairs or small groups along several classes and implies the rereading of the worn out texts and the writing and rewriting of the own depending on successive returns realized by the teacher. Focusing in the writing process by means of the analysis of the interactions between the pupils and with the teacher during the development of the collaborative writing, the paper proposes to understand the possible relations that this process of writing guards with the learning of the taught contents. |
| publisher |
APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales |
| publishDate |
2022 |
| url |
https://revele.uncoma.edu.ar/index.php/resenas/article/view/3802 |
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