Concepciones de los estudiantes que ingresan en la universidad, sobre el aprendizaje mediado por la lectura, en contextos de escritura académica

Abstract

Introduction: In this paper is describe and analyze the conceptions of learning from reading academic texts that keep college students, freshmen to education science, in the situation of reading to writing with peers. The theoretical assumption is supported by research on conceptions about learning, understood as implicit theories (direct, interpretative and constructive) and scientific approaches to reading (skills, interactive and transactional). Method: The study assumes a non-experimental design, transactional descriptive. Participants are Argentine university students, freshmen to different areas of educational knowledge. For data collection was a questionnaire of dilemmas, built, tested, reviewed and validated for this research. The data analysis was performed by calculating descriptive statistics and multiple correspondence analysis, based on four categories (concept, conditions, processes and results of learning from reading) and three dimensions analysis (reproductive-direct, interpretativeinteractive and constructive-transactional). Results: The answers of the students on the concept, is distributed similarly between interpretive-interactive and constructive-transactional theories; regarding the conditions, are mostly linked to a reproductive-direct theory; in relation to processes, are distributed similarly between direct-reproductive, interactive-interpretative and constructive-transactional theory; respect of results, mainly linked with one constructive-transactional theory. On the other hand, the configurations that assume these categories forming conceptions, not fully correspond to the conceptual structure of implicit theories of learning, described in investigations that constitute our empirical and conceptual framework. Conclusion: The results obtained show that the conceptions studied are inconsistent when compared with the implicit theories of learning. Different shaped configurations are characterized by: a) being homogeneous but categorically incomplete in theoretical terms or b) being categorically complete but heterogeneous in theoretical terms, compared with the Implicit Theories about learning. © Education y Psychology I+D+i and Editorial EOS (Spain).