Relation to knowledge and written language in 5th and 9th grade students in two public institutions in Valle del Cauca, Colombia

  • Helen Camacho Rubiano Universidad ICESI
  • Marcela Valencia Serrano Pontificia Universidad Javeriana Cali

DOI:

https://doi.org/10.19137/praxiseducativa-2016-200105

Keywords:

relation to knowledge, writing, espistemic relation, affective relation, basic education students.

Abstract

The purpose of this research was to determine the relation to knowledge in its epistemic and affective dimensions that fifth and ninth grade basic education students established with the written language. This was an exploratory study, with a hermeneutic approach. The participants in this study were 105 fifth and ninth grade students of two public schools in Colombia. The results showed that most students had a weak epistemic and affective relation with written language. In the epistemic relation to knowledge, students made few evocations of intellectual learning related to writing; and showed difficulties in the domain of writing: errors in punctuation, spelling, sentence construction and structuring of ideas. In the affective relation to knowledge, students made few references related to the meaning and value of writing for their intellectual and personal development. These findings highlight the need to promote pedagogical strategies for teaching and learning writing that focus on students, their expectations and their network of relations to knowledge and learning.

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Author Biographies

Helen Camacho Rubiano, Universidad ICESI

Licenciada en Literatura de la Universidad del Valle. Magíster en Educación de la Universidad ICESI. Institución educativa La Merced

Marcela Valencia Serrano, Pontificia Universidad Javeriana Cali

Psicóloga de la Pontificia Universidad Javeriana Cali. Magíster en Educación de la Universidad ICESI. Pontificia Universidad Javeriana Cali, Departamento de Ciencias Sociales, Laboratorio Integrado de Investigación en Psicología (LIIP)

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Published

2016-04-17

How to Cite

Camacho Rubiano, H., & Valencia Serrano, M. (2016). Relation to knowledge and written language in 5th and 9th grade students in two public institutions in Valle del Cauca, Colombia. Praxis Educativa, 20(1), 47–60. https://doi.org/10.19137/praxiseducativa-2016-200105

Issue

Vol. 20 No. 1 (2016): enero-abril

Section

Artículos

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