Instructional Materials: A platform to enhance cognitive skills and writing development
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Universidad Distrital Francisco José de Caldas
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Este artículo describe los resultados de un proyecto de investigación-acción realizado con niños de primer grado en un colegio mixto privado en Bogotá, Colombia. El objetivo de este estudio fue examinar el desarrollo de la escritura y de las habilidades cognitivas de los niños al usar materiales diseñados con base en el modelo de la Modiicabilidad Estructural Cognitiva (MEC). Los resultados de la investigación proponen que el desarrollo de las habilidades mentales de los niños evoluciona a través de un ciclo de tres etapas y que a su vez los niños se convierten en escritores creativos al usar el conocimiento previo y al integrar elementos de la lengua materna y de la lengua extranjera. Este estudio demuestra que la mediación sirve como puente entre las diicultades de los estudiantes y la comprensión, y resalta el uso de la lengua materna como facilitador en la adquisición de una lengua.
This paper describes the results of an action research project carried out with irst graders at a private coeducational school in Bogotá, Colombia. The purpose of the study was to account for children’s cognitive skills and writing development when using designed instructional materials based on the Structural Cognitive Modiiability model (SCM). The findings of the research suggest that children’s cognitive skills development evolves through a three-stage ongoing cycle. The indings also reveal that they become creative writers by recalling prior knowledge and integrating L1 and L2 elements. This study shows that mediation serves as a bridge between learners’ dificulties and understanding, highlights the use of L1 as a language acquisition facilitator.
This paper describes the results of an action research project carried out with irst graders at a private coeducational school in Bogotá, Colombia. The purpose of the study was to account for children’s cognitive skills and writing development when using designed instructional materials based on the Structural Cognitive Modiiability model (SCM). The findings of the research suggest that children’s cognitive skills development evolves through a three-stage ongoing cycle. The indings also reveal that they become creative writers by recalling prior knowledge and integrating L1 and L2 elements. This study shows that mediation serves as a bridge between learners’ dificulties and understanding, highlights the use of L1 as a language acquisition facilitator.
Palabras clave
Cognitive skills, writing process, Structural Cognitive Modiiability, mediation, Habilidades mentales, proceso de escritura, Modiicabilidad Estructural Cognitiva, mediación