Epistemic Writing: content and writing learning associated to Social Studies project work
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Acta Scientiarum. Language and Culture (Online) |
Texto Completo: | http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/45794 |
Resumo: | Writing can be a tool for communicating or for learning. Increasingly, research emphasizes the epistemic function of writing. This study evaluates the effectiveness of a written intervention program in writing to learn the contents of Social Studies: the Social Studies contents learning and the writing skills are analysed. This is a quasi-experimental study with control group (CG) and experimental group (EG), carried out in the 4th year of primary school in a TEIP (Priority Intervention Educational Territory) cluster of schools in outskirts of Lisbon. A project work approach is chosen focusing expository texts writing. The results show that the intervention was a successful in terms of learning, with significant differences between the EG and the CG. The children of EG, while learning the contents of the Social Studies, developed writing skills - text knowledge and metatextual awareness - but also improved collaborative work. The analysis of the results supports the idea that writing to learn has an effect on the disciplinary contents, on the texts quality, the skills for description and explanation and the spelling. The results show to have implications for the classroom practices: the work carried out promotes literacy skills; knowledge construction and also it promotes students’ autonomy, motivation and responsibility. |
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Acta Scientiarum. Language and Culture (Online) |
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Epistemic Writing: content and writing learning associated to Social Studies project workA função epistémica da escrita: aprendizagens de conteúdos e de escrita associadas ao trabalho de projeto em Estudo do Meiowriting to learnexpository textknowledge constructionproject workescrever para aprendertexto expositivoconstrução de conhecimentotrabalho de projeto.EscritaWriting can be a tool for communicating or for learning. Increasingly, research emphasizes the epistemic function of writing. This study evaluates the effectiveness of a written intervention program in writing to learn the contents of Social Studies: the Social Studies contents learning and the writing skills are analysed. This is a quasi-experimental study with control group (CG) and experimental group (EG), carried out in the 4th year of primary school in a TEIP (Priority Intervention Educational Territory) cluster of schools in outskirts of Lisbon. A project work approach is chosen focusing expository texts writing. The results show that the intervention was a successful in terms of learning, with significant differences between the EG and the CG. The children of EG, while learning the contents of the Social Studies, developed writing skills - text knowledge and metatextual awareness - but also improved collaborative work. The analysis of the results supports the idea that writing to learn has an effect on the disciplinary contents, on the texts quality, the skills for description and explanation and the spelling. The results show to have implications for the classroom practices: the work carried out promotes literacy skills; knowledge construction and also it promotes students’ autonomy, motivation and responsibility.A escrita pode ser um instrumento para comunicar ou para aprender. Cada vez mais a investigação enfatiza a função epistémica da escrita. Neste estudo avalia-se a eficácia de um programa de intervenção em escrita para aprender os conteúdos de Estudo do Meio: analisam-se a construção de conhecimentos em conteúdos de Estudo do Meio e as habilidades desenvolvidas em escrita. Trata-se de uma pesquisa quase-experimental com grupo de controlo (GC) e grupo experimental (GE), realizada no 4º ano de escolaridade num agrupamento TEIP (Território Educativo de Intervenção Prioritária) na área da grande Lisboa. Optou-se por uma abordagem de trabalho de projeto no GE, com foco na escrita de textos expositivos. Os resultados mostram que a intervenção foi uma mais-valia em termos de aprendizagem, existindo diferenças significativas entre os alunos do GE e dos GC. As crianças do GE, ao mesmo tempo que aprenderam os conteúdos de Estudo do Meio, desenvolveram competências de escrita – conhecimentos de texto e consciência metatextual-, mas também de trabalho colaborativo. A análise dos resultados apoia a ideia de que escrever para aprender tem efeitos positivos sobre os conteúdos disciplinares, sobre a qualidade de escrita, o saber descrever e explicar e a ortografia. Os resultados têm implicações para as práticas de sala de aula dado que o trabalho realizado mostrou promover competências de literacia, construção de conhecimento e, ainda, favorecer uma maior autonomia, motivação e responsabilidade dos alunos.Universidade Estadual De Maringá2019-05-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionGéneros; Abordagem quantitativa e qualitativaapplication/pdfapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documenthttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/4579410.4025/actascilangcult.v41i1.45794Acta Scientiarum. Language and Culture; Vol 41 No 1 (2019): Jan.-June; e45794Acta Scientiarum. Language and Culture; v. 41 n. 1 (2019): Jan.-June; e457941983-46831983-4675reponame:Acta Scientiarum. Language and Culture (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/45794/pdfhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/45794/751375148093http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/45794/751375148094Copyright (c) 2019 Acta Scientiarum. Language and Culturehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCosta-Pereira, TeresaFaria, CláudiaSousa, Otília Costa2019-09-30T20:09:08Zoai:periodicos.uem.br/ojs:article/45794Revistahttp://periodicos.uem.br/ojs/index.php/ActaSciLangCultPUBhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/oai||actalan@uem.br1983-46831983-4675opendoar:2019-09-30T20:09:08Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Epistemic Writing: content and writing learning associated to Social Studies project work A função epistémica da escrita: aprendizagens de conteúdos e de escrita associadas ao trabalho de projeto em Estudo do Meio |
title |
Epistemic Writing: content and writing learning associated to Social Studies project work |
spellingShingle |
Epistemic Writing: content and writing learning associated to Social Studies project work Costa-Pereira, Teresa writing to learn expository text knowledge construction project work escrever para aprender texto expositivo construção de conhecimento trabalho de projeto. Escrita |
title_short |
Epistemic Writing: content and writing learning associated to Social Studies project work |
title_full |
Epistemic Writing: content and writing learning associated to Social Studies project work |
title_fullStr |
Epistemic Writing: content and writing learning associated to Social Studies project work |
title_full_unstemmed |
Epistemic Writing: content and writing learning associated to Social Studies project work |
title_sort |
Epistemic Writing: content and writing learning associated to Social Studies project work |
author |
Costa-Pereira, Teresa |
author_facet |
Costa-Pereira, Teresa Faria, Cláudia Sousa, Otília Costa |
author_role |
author |
author2 |
Faria, Cláudia Sousa, Otília Costa |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Costa-Pereira, Teresa Faria, Cláudia Sousa, Otília Costa |
dc.subject.por.fl_str_mv |
writing to learn expository text knowledge construction project work escrever para aprender texto expositivo construção de conhecimento trabalho de projeto. Escrita |
topic |
writing to learn expository text knowledge construction project work escrever para aprender texto expositivo construção de conhecimento trabalho de projeto. Escrita |
description |
Writing can be a tool for communicating or for learning. Increasingly, research emphasizes the epistemic function of writing. This study evaluates the effectiveness of a written intervention program in writing to learn the contents of Social Studies: the Social Studies contents learning and the writing skills are analysed. This is a quasi-experimental study with control group (CG) and experimental group (EG), carried out in the 4th year of primary school in a TEIP (Priority Intervention Educational Territory) cluster of schools in outskirts of Lisbon. A project work approach is chosen focusing expository texts writing. The results show that the intervention was a successful in terms of learning, with significant differences between the EG and the CG. The children of EG, while learning the contents of the Social Studies, developed writing skills - text knowledge and metatextual awareness - but also improved collaborative work. The analysis of the results supports the idea that writing to learn has an effect on the disciplinary contents, on the texts quality, the skills for description and explanation and the spelling. The results show to have implications for the classroom practices: the work carried out promotes literacy skills; knowledge construction and also it promotes students’ autonomy, motivation and responsibility. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-05-31 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Géneros; Abordagem quantitativa e qualitativa |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/45794 10.4025/actascilangcult.v41i1.45794 |
url |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/45794 |
identifier_str_mv |
10.4025/actascilangcult.v41i1.45794 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/45794/pdf http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/45794/751375148093 http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/45794/751375148094 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Acta Scientiarum. Language and Culture https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Acta Scientiarum. Language and Culture https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document |
dc.publisher.none.fl_str_mv |
Universidade Estadual De Maringá |
publisher.none.fl_str_mv |
Universidade Estadual De Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Language and Culture; Vol 41 No 1 (2019): Jan.-June; e45794 Acta Scientiarum. Language and Culture; v. 41 n. 1 (2019): Jan.-June; e45794 1983-4683 1983-4675 reponame:Acta Scientiarum. Language and Culture (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Language and Culture (Online) |
collection |
Acta Scientiarum. Language and Culture (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
||actalan@uem.br |
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1799317466328858624 |