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Developing writing as a situated social practice through project approach.

dc.contributor.advisorMartínez Cifuentes, Dianaspa
dc.contributor.authorAtehortua Durán, Lina Maríaspa
dc.date.accessioned2021-02-08T16:40:04Z
dc.date.available2021-02-08T16:40:04Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/20.500.12209/12730
dc.description.abstractEste estudio tiene el propósito de desarrollar el proceso de la escritura como una Práctica Situada a través de la implementación de la metodología de Aprendizaje Basado en Proyectos en estudiantes de quinto grado en un colegio público en Colombia. En este sentido, se encuentra una situación problemática en la población con respecto a su aprendizaje de inglés, la cual revela que los estudiantes están usualmente expuestos a actividades basadas en repetición, memorización y traducción. De este modo, el propósito de esta propuesta es analizar cómo el uso de un proyecto de educación ambiental beneficia a los estudiantes para desarrollar el proceso de la escritura como una práctica situada teniendo en cuenta las experiencias, pensamientos y el contexto sociocultural de los estudiantes promoviendo actividades experienciales y colaborativas.spa
dc.description.sponsorshipUniversidad Pedagógica Nacionalspa
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.language.isoeng
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacionalspa
dc.sourceinstname:Universidad Pedagógica Nacionalspa
dc.subjectProceso de escrituraspa
dc.subjectEscritura como práctica situadaspa
dc.subjectAprendizaje basado en proyectosspa
dc.titleDeveloping writing as a situated social practice through project approach.spa
dc.typeinfo:eu-repo/semantics/bachelorThesis
dc.publisher.programLicenciatura en Español e Inglésspa
dc.subject.keywordsProcess writingeng
dc.subject.keywordsWriting as a situated social practiceeng
dc.subject.keywordsProject-based learningeng
dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
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dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía – Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.description.degreenameLicenciado en Español e Inglésspa
dc.description.degreelevelTesis de pregradospa
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.title.translatedDesarrollo de la escritura como Práctica Situada a través del Aprendizaje Basado en Proyectos.eng
dc.description.abstractenglishThis study has the purpose to develop the process of writing as a Situated Social Practice throughout the implementation of Project Based Learning Approach in fifth graders of a public school in Colombia. In this sense, the researcher encounters a problematic situation regarding English language learning in the population, which reveals that students are usually exposed to activities based on repetition, memorization, and translation. Hence, the aim of this proposal is to analyze how the use of an environmental education project benefits students to develop the process of writing as a Situated Social Practice, taking into account the participants’ experiences, thoughts, and socio-cultural backgrounds by being involved in activities that promote experiential and collaborative learning.eng
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


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