Coalescence between criticism and creation in metacognitive text commentaries and transductive stories: a multiple case study in student portfolios in Primary Education Degree

Abstract

The present multiple case study with undergraduate students in Primary Education aims to investigate the epistemic improvement of a model of argumentative commentary on texts, considering the how and why of their metacognition and transduction. For this reason, its main objectives focus first on delimiting the didactic process patterns that generate metacognitive comments on argumentative ones revolving around traditional stories and their transduction into pedagogical stories transferred on Instagram; such objectives also focus on elucidating the coalescence between critical and creative thinking in such discursive processes to infer their educational cause. The collection of information on the didactic process comes from the student portfolio and the teaching microethnographic observation. The coalescence matrix analysis is based on the OECD competency grid on creativity and critical thinking. The corresponding interpretation has revealed that conducting epistemic projects where the metacognitive commentary mediates the inventive and pedagogical transduction of literary hypotexts shows, respectively, creativity and criticism in tasks of critical and creative will. Searching and doing have had satisfactory outcomes in both discursive processes; and on another note, the processes related to originally imagining and creatively reflecting on the conclusions have been considered deficient. There has been little critical reflection in the metacognitive commentary and almost none in the transductive stories, which, considering the theoretical framework and the empirical discussion of the study, impels to redesign the epistemic model from the discovery of the educational cause of such coalescence, systematized in the conclusion as theoretical (creative, selective) and practical (manipulative, multimodal) abduction.