Mar Mateos- Autonomous University of Madrid
Mar Mateos
- Autonomous University of Madrid
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68
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Introduction
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Publications
Publications (68)
Undergraduates often struggle writing argumentative syntheses from conflicting sources. Written guides can help in the different phases of the process involved in these tasks and are more effective when accompanied by explicit instruction. Nevertheless, there are few studies on instructional rubrics as an aid to argumentative writing and none are f...
Enseñar y aprender a elaborar síntesis argumentativas a partir de fuentes en Secundaria y Universidad: factores que intervienen, análisis de componentes instruccionales e implicaciones para la formación/asesoramiento a docentes
In writing argumentative syntheses from multiple and contradictory sources, students must contrast and integrate different perspectives on a topic or issue. This complex task of source-based argumentation has been shown to be effective for learning, but it has also been shown to be quite challenging. Because of the challenges, educational intervent...
Writing an argumentative synthesis is a common but demanding task, consequently undergraduates require some instruction. The objective of this study was to test the effectiveness of two interventions on integrative argumentation: one of them was focused on the product features of argumentative texts; and the other one on the processes involved in t...
Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and counterargument integration in students' essays. However, the potential of dialogic activities may be increased if they are combined with instructional practices. The primary objectiv...
This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on controversial issues. The original intervention study included two treatments and examined the effects of two instruction conditions when instructional materials and tasks were he...
Writing argumentative syntheses based on multiple sources implies integrating ideas from different, often conflicting, positions. This can promote more constructive learning, especially when students undertake the task together with their peers. However, despite the importance of this activity in the university context, students generally lack the...
The present chapter will focus on the interactive use of reading and writing as a learning tool. Previous research has shown the learning potential of the integrated use of these processes in what have come to be known as “hybrid tasks”. These tasks do not call for reading-then-writing, but for a complex interplay between being a reader and being a...
The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only st...
Introduction. The aim of this study was to analyse the role of epistemological beliefs and reading beliefs in the comprehension of multiple texts which presented conflicting positions about a controversial topic (nuclear energy). More specifically, we investigated the influence of the multidimensional configuration of epistemological and reading be...
The information society demands citizens capable of integrating information from various sources, such as in tasks of synthesis from reading various texts that present contradictory positions. In some knowledge domains like Education, this competence is even more important since different agents from the educational community may not have the same...
Introduction. The aim of this study was to analyse the role of epistemological beliefs
and reading beliefs in the comprehension of multiple texts which presented conflicting
positions about a controversial topic (nuclear energy). More specifically, we investigated
the influence of the multidimensional configuration of epistemological and reading
be...
The ability of integrating information from different sources which present contradictory positions is fundamental in the current information society. This competence is even more relevant for teachers, since different agents from the educational community may not have the same opinion about educational issues. This paper presents results of the fi...
This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were...
This study analyses Spanish undergraduates’ perceptions of their competency in academic writing, as well as their perception of the criteria that define its quality. We identified student profiles and examined their relationship with (1) certain sample characteristics, such as years of university experience, area of study and students’ gender, and...
INTRODUCCIÓN
La sociedad de la información demanda que los estudiantes adquieran competencias para comprender, elaborar, organizar e integrar información de diversas fuentes. Así sucede, por ejemplo, en tareas de síntesis a partir de la lectura de varios textos que presentan posiciones contradictorias. Pese a los retos que plantea esta tarea, suele...
It has been established that teachers’ conceptions of learning and teaching influence
their instructional practices. Several authors maintain that these conceptions are based
on certain implicit assumptions that give rise to different theories. Our view is that
people have multiple alternative theories which they use depending on the context and...
The intervention presented here focuses on the improvement of content-learning in upper primary education via the training of strategies involved in writing a synthesis text from multiple complementary sources on a particular topic. Previous research on reading and writing has shown the learning potential of the integrated use of these processes in...
Se desarrollan y analizan una serie de baterías (Surco, Idepa, Critex) relacionadas con la evaluación del proceso de comprensión de textos y del resultado final del mismo. El estudio se divide en tres partes. En la primera, se analiza la naturaleza de la comprensión lectora. Se plantean también las dificultades a la hora de evaluar el grado en que...
En el presente artículo se examinan las bases cognitivas de la comprensión lectora y las implicaciones de los conocimientos actuales sobre esta habilidad para la investigación, la enseñanza y la evaluación. En particular se examinan tres tipos de modelos que pretenden explicar tanto el proceso de comprensión lectora como las diferencias individuale...
Muchos sistemas pedagógicos parecen haber asumido que la enseñanza de la lectoescritura implica toda una serie de problemas y tópicos pero que la comprensión no está entre ellos, sino que se produce o se desprende implícitamente, como efecto secundario de la alfabetización que no es preciso promocionar específicamente. Los fracasos sistemáticos en...
En este trabajo se describe la naturaleza del proceso de supervisión de la comprensión lectora y la evidencia empírica relativa a las dificultades que experimentan los lectores menos competentes para supervisar el significado de lo que leen y sobre la efectividad de algunos programas de intervención en estrategias de supervisión. Asimismo se extrae...
Resumen
Este artículo presenta una investigación llevada a cabo con alumnos de 5.° de EGB para evaluar la efectividad de un nuevo programa de instrucción dirigido a mejorar las habilidades de supervisión de la comprensión lectora mediante la explicación, el modelado y la práctica dirigida. Otras dos versiones del programa fueron desarrolladas. Esta...
This paper examines the epistemological conceptions of University professors from the perspective of implicit theories. We analyze how the following factors influence these conceptions: (a) the discipline of training them have (intersubject domain issues) and (b) the context chosen to investigate the conceptions (intrasubject domain issues). We use...
The present study is placed inside a research group interested in the study of reading and writing as learning tools in the different levels of education. Our interest is focused on the study of the “hybrid tasks” which involves the processes of reading and writing to learn contents and their influence on the students’ learning.
Following this res...
Introducción. This article aims at describing the use of written genres at university and how they are used to teach and learn.
Method. We carried out a descriptive study focusing on teachers’ perceptions regarding the importance of academic writing in promoting learning, the degree of competence they attribute to academic writing in comparison t...
Uno de los principales retos de la Educación es que los alumnos aprendan a aprender por sí mismos. La lectura y la escritura pueden ser potentes herramientas para conseguir este objetivo. Por ello, en este estudio hemos diseñado y evaluado un programa de intervención en el que se enseñaba a los alumnos a realizar síntesis escritas a partir de la le...
El artículo presenta algunas reflexiones acerca de las relaciones entre la teoría y la práctica educativas suscitadas a partir de la lectura del artículo de Clarà y Mauri (2010). Se propone enmarcar esta relación dentro de un problema más general de la psicología: las relaciones entre cognición y acción. Se argumenta asimismo la importancia de defi...
The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on the...
In order to strictly implementing the methodology underlying the European Credit Transfer System
(ECTS), the Psychology Faculty of the Autonomous University of Madrid carried out a project with
the intend of drawing up teaching guides for the core subjects of the degree in Psychology. Didactic
changes stemmed from the implementation of ECTS were de...
The production of written syntheses, which requires reading various sources and integrating information from these sources into one’s own text, has been characterised as a potentially useful task for promoting constructive learning. This article describes research aimed at examining and characterising written syntheses and the processes involved in...
"Este artículo se basa en una investigación sobre las creencias epistemológicas de los estudiantes de psicología acerca de su propia materia de estudio, es decir, cómo consideran la naturaleza del conocimiento psicológico y su aprendizaje. A ciento once estudiantes de Psicología de primer y cuarto curso se les presentó un cuestionario en el que se...
Las representaciones de la tarea que poseen los alumnos son clave a la hora de entender cómo abordan las tareas de escritura. El objetivo de este estudio es explorar una variable que puede influir en esa representación, las concepciones sobre la escritura. Diferentes enfoques han establecido dos formas de concebir la escritura, una más reproductiva...
This study examined the intuitive epistemologies of undergraduate students of Psychology about their own study subject. We analyzed how 111 Psychology undergraduates from different courses conceive the nature of psychological knowledge and its learning by means of a Likert-type questionnaire that included statements about certainty, epistemological...
The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities
of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation
of these activities to the written products they were asked to generate. To investigate the infl...
The aim of the study was to examine reading and writing tasks as learning tools in higher education in Spain. The participants were 171 undergraduates from three different university degree courses. The data were gathered through a questionnaire that explored the kind of tasks carried out by the students, their perception of different aspects of th...
Resumen
Este artículo presenta resultados de una investigación que identifica y caracteriza las tareas de lectura y escritura que se proponen y realizan para aprender. Se utilizó un diseño cuasiexperimental “ex post facto”, con tres variables independientes: rol (profesor, alumno), nivel educativo (primero y segundo ciclo de ESO, Bachillerato y Uni...
El punto de partida de este trabajo ha sido analizar los diferentes significados atribuidos al término constructivismo y las concepciones implícitas subyacentes sobre el aprendizaje y la enseñanza. De la misma manera que existe cierta confusión en la utilización de este término por psicólogos, educadores y otros académicos, también parece haber cie...
En: Cuadernos de Pedagogía Barcelona 2001, n. 298, enero ; p. 59-60 Se destaca la necesidad de que los alumnos lean comprensivamente los textos escolares y extraescolares. El lector activo procesa, contrasta y valora la información que le proporcionan los textos; acepta o rechaza y atribuye sentido y significado a lo que lee. La escuela tradicional...
In this paper we examine the cognitive bases of reading comprehension and the implications of current knowledge on this ability for research, teaching and assessment. First, we discuss three alternative cognitive approaches that attempt to explain reading comprehension processess and individual differences. The different levels in which information...
This study examined the intuitive epistemologies of undergraduate students of Psychology about their own study subject. We analyzed how 111 Ps- ychology undergraduates from different courses conceive the nature of psychological knowledge and its learning by means of a Likert-type ques- tionnaire that included statements about certainty, epistemolog...
Bibliografía al final de los capítulos A/ Diseñar programas de entrenamiento en habilidades metacognitivas (procesos de supervisión, toma de conciencia y autorregulación de la propia actividad mental mediante el empleo de estrategias generales y específicas adecuadas) en relación con la comprensión lectora y el razonamiento (en términos de valoraci...
El PDF corresponde a la investigación original. Bibliografía al final de los capítulos Elaborar y analizar psicométricamente una serie de baterías (Surco, Idepa, Critex) de evaluación de distintas variables referidas tanto al proceso de comprensión de textos como al resultado final del mismo, Muestras distintas para cada batería que han oscilado en...
Se incluye una unidad didáctica para cuarto de ESO Bibliografía p. 95-105 Confirmar experimentalmente la validez de un procedimiento de enseñanza-aprendizaje denominado EXPERIMENTAL, que incluye el diseño y la elaboración de un conjunto de estrategias, materiales didácticos y una evaluación adecuada. Comparar las ganancias de aprendizaje en cada un...
Pretende dar una fundamentación teórica y empírica del desarrollo de programas de intervención aplicables a los sujetos objeto de Educación Compensatoria, con el fin de dar respuesta a la necesidad de prestar atención a los grupos de personas cuyas condiciones de inferioridad frente al sistema educativo son más acusadas, así como, el interés del pr...
En: Articles de didáctica de la llengua i de la literatura Barcelona 2007, n.41, enero-febrero-marzo ; p.15-27
Tesis doctoral inédita. Universidad Autónoma de Madrid, Facultad de Psicología, Departamento de Psicología Biológica y de la Salud, 1989 Bibliografía: p. 257-292 (vol. 1)
