Writing a first-degree paper: Tensions and teacher scaffolding
DOI:
https://doi.org/10.20453/spirat.v3iNE1.5552Keywords:
scaffolding, feedback, research methods courses, student experience, estudent-centered learningAbstract
The 2030 Agenda demands that Higher Education Institutions review how they produce knowledge, and the first step is to review how they promote the development of research competencies. This study reports an experience of accompaniment for writing an initial degree project, considering the students’ perceptions regarding research and written feedback as scaffolding in producing texts associated with research. Its central question is: What are the tensions students face in writing their first-degree work, and how does the feedback provide them with scaffolding to face them? Case study and qualitative approach according to the principles of SOTL practice. One teacher and ten students participated. Data are interviews and teacher’s written comments. Results identify the tensions reported by students and how written feedback provides adequate support through contextualized and personalized interventions. Implications and projections are discussed.
Downloads
References
Ávila, N., Figueroa, J., Calle-Arango, L., & Morales, S. (2021). Experiencias con la escritura académica: un estudio longitudinal con estudiantes diversos. Archivos Analíticos de Políticas Educativas, 29(159). https://doi.org/10.14507/epaa.29.6091
Creswell, J. (2003) Research Design. Qualitative, Quantitative and Mixed Methods Approaches. Londres: Thousand Oaks.
Felten, P. (2013). Principles of Good Practice in SoTL. Teaching & Learning Inquiry: The ISSOTL Journal, 1(1), 121–125. https://doi.org/10.2979/teachlearninqu.1.1.121
Glasser, B., & Strauss, A. (2008) The discovery of Grounded Theory: strategies for qualitative research, Aldine Transaction.
Hessen, D. y Schmelkes, S., 2022, La educación superior y los ODS. Una síntesis basada en el informe del Grupo Global de Expertos Independientes sobre las Universidades y la Agenda 2030 (EGU2030). Documento encargado para la Conferencia Mundial de Educación Superior del 18 al 20 de mayo de 2022. Recuperado de: https://cdn.eventscase.com/www.whec2022.org/uploads/users/699058/uploads/d70d51e4020df20d2a70f98abb7bfabcc93b38989dba4c8ad1a6024d-6987d356c912909a52c889344b773962e140dffcb1fb.628428b3b9d08.pdf
Navarro, F. Ed. (2021) Escritura e Inclusión en la Universidad. Herramientas para docentes. Universitaria.
Rogoff, B. (1993) Aprendices del pensamiento: el desarrollo cognitivo en el contexto social, Paidós.
Rogers, P. (2023) Reconceptualizing response to writing from a longitudinal perspective: writing development and dialogic interaction, Perspectiva Educacional. 62 (2), 60-66. https://doi.org/10.4151/07189729-Vol.62-Iss.2-Art.1415
Rojas Betancur, M., & Méndez Villamizar, R. (2017). Procesos de formación en investigación en la Universidad: ¿Qué le queda a los estudiantes? Sophia, 13(2), 53-69.
Romaní-Romaní & F., Gutiérrez, C. (2022) Experiencia, actitudes y percepciones hacia la investigación científica en estudiantes de Medicina en el contexto de una estrategia curricular de formación de competencias para investigación, Educación Médica, 23 (3). https://doi.org/10.1016/j.edumed.2022.100745.
Sáez, L., Gerber, M.., Figueiredo, A., & Orchard, M. (2024). Significados atribuidos a la investigación en estudiantes de pregrado: La experiencia de participación en un observatorio de investigación universitario. Pensamiento Educativo, 61(1), 1–14. https://doi.org/10.7764/PEL.61.1.2024.8
Stake, R.E. (1995). The Art of Case Study Research, Sage.
Tinto, V. (2017). Through the Eyes of Students. Journal of College Student Retention: Research, Theory & Practice, 19, 254 - 269.
van de Pol, J., Volman, M. and Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research, Educational Psychology Review, 22(3): 271–96.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Maria Beatriz Cifuentes
This work is licensed under a Creative Commons Attribution 4.0 International License.
1.png)
