El uso de estrategias cognitivas y metacognitivas para la cualificación de la escritura a través de la producción de textos expositivos

Abstract

This research describes a classroom experience around the writing of expository-explanatory texts. It was grounded on the difficulties involved in a group of ninth grade students from a district school of Bogota, in the process of written composition caused by the lack of knowledge of writing stages: planning, translation and revision, and also of cognitive and metacognitive strategies for the written production. The methodology was led by the ideas of the interpretive paradigm with qualitative approach that was chosen as the methodological design and action research. As an intervention strategy, the teaching sequence (SD) was adopted. The development of this research, allowed recognizing the importance of organizing and planning the process of teaching and learning around the real interests and necessities of students. So, they were recognized as active and responsible agents of their own processes. On the other hand, favorable learning environments for the construction of knowledge about the expository-explanatory texts were created. Finally, the implementation of strategies like the teaching sequences strengthened the students' writing to the extent that through this strategy they managed to write thoughtful, gradual and self-regulatory composition