ABSTRACT
The aim of this case study is to determine the learning obtained by university students who carry out a written work in the area of Biology as a team using the Problem-Based Learning methodology (Meza et al., 2019Meza, N.; Zárate, N.; Rodríguez, C. (2019). Impacto del aprendizaje basado en problemas en estudiantes de salud humana. Educación Médica Superior, 33(4), 37-47.; Rodríguez & Fernández, 2017Rodríguez, C.; Fernández, J. (2017). Evaluación del aprendizaje basado en problemas en estudiantes universitarios de construcciones agrarias. Formacion Universitaria, 10(1), 61-70.). Data (oral and written) are collected inside and outside the classroom in relation to both the process of written composition and learning (regulatory and disciplinary), as well as the final textual product. The results of the content analysis of the data show that students’ learning takes place in three spaces of enculturation (Prior y Bilbrio, 2012Prior, P.; Bilbro, R. (2011). Academic Enculturation: Developing Literate Practices and Disciplinary Identities. En: Castelló, Montserrat; Donahue, Christiane (Eds.). University Writing: Selves and Texts in Academic Societies (p. 19-32). Bingley: Emerald.), in relation to 1) academic-scientific discourse, 2) with the regulatory processes (self- and co-regulation) (Allal, 2018_____. (2018). The co-regulation of writing activities in the classroom. Journal of Writing Research, 10(1), 25-60., 2019_____. (2019). Assessment and the co-regulation of learning in the classroom, Assessment in Education: Principles, Policy & Practice, 27(4), 332-349.) when writing this discourse in groups, and 3) with the construction of disciplinary knowledge. We conclude that the enculturation procedures in each of these three types of skills must be made explicit for the resolution of the scientific problem to be possible.
Keywords:
collaborative writing; disciplinary writing; problem-based learning; academic discourse; expository text
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Fuente: elaboración propia.
Fuente: elaboración propia.