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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
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Psicothema, 2008. Vol. Vol. 20 (nº 1). 49-55




Estrategia hipertextual computerizada y construcción personal de significados

Julio Antonio González-Pienda, Luis Álvarez, Paloma González-Castro, José Carlos Núñez, Ana Bernardo y David Álvarez

Universidad de Oviedo

El objetivo del estudio está en aportar información acerca de los efectos de la instrucción estratégica en el área de las ciencias sociales sobre: (1) el nivel real, así como la competencia percibida, respecto de las estrezas de los estudiantes para la selección, organización y elaboración de la información, y (2) su actitud y motivación hacia el trabajo en este área curricular. Participan en este estudio 107 estudiantes, 57 forman parte del grupo control y 50 del grupo experimental, escolarizados en tercero de educación secundaria (9º grado). Los profesores y estudiantes que participaron en la experiencia siguen un curso on-line para manejar la estrategia «hypertexto» durante tres meses, aproximadamente. Pasado este tiempo, el profesor introduce la herramienta en clase aplicándola tanto desde el punto de vista conceptual como procedimental. Los resultados muestran que la instrucción estratégica implementada en este estudio mejora de modo importante los procesos de comprensión escrita (tanto literal como inferencial), incrementa la competencia precibida para el manejo interno de la información (selección, organización y elaboración) y genera cambios positivos en cuanto a la actitud y motivación de los estudiantes hacia el trabajo en el área de las ciencias sociales.

Computerized hypertextual strategy and personal construction of meaning. The aim of this study is to provide information about the effects of strategic training in the area of social sciences (1) on the real level, as well as perceived competence in terms of the students’ skills to select, organise and produce information; and (2) on their attitude and motivation towards working in this area of the curriculum. 107 students took part in this study, 57 of whom were the control group and 50 the experimental one. They were all enrolled in the third year of secondary school (9th year). The teachers and students who took part in this experience followed an on-line course to manage the «hypertext» strategy for approximately three months. Subsequently, the teacher introduced the tool in class, applying it both from a conceptual and a procedural point of view. The results show that the strategic training implemented in this study greatly improved written understanding procedures (both literal and inferential), increased perceived competence to manage internal information (selection, organization, and elaboration), and generated positive changes in terms of students’ attitude and motivation towards working in the area of social sciences.

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