Del pódcast educativo para el desarrollo de competencias comunicativas orales y escritas

Abstract

spa:La presente investigación tuvo por propósito establecer el efecto del proceso de producción de un podcast educativo en el desarrollo de competencias comunicativas orales y escritas; y, en el desarrollo de procesos metacognitivos en escritura, en una muestra de estudiantes de básica secundaria de una institución pública del municipio de Aguadas (Caldas). La investigación, de corte cuantitativo, respondió a un diseño cuasiexperimental, donde los sujetos no fueron asignados al azar, sino, de manera intencionada. Longitudinal, porque se estudian dos momentos del tiempo (pretest y postest). De tipo panel, pues se trabaja con el mismo grupo de individuos en los dos tiempos. Y correlacional, debido a que se busca medir el desempeño que tiene una variable sobre otras. Como instrumentos de medición se aplicaron las tareas propias de Lenguaje, escritura y fluidez verbal semántica y fonológica de la Evaluación Neuropsicológica Infantil; además, se aplicó el cuestionario de la Evaluación de los Procesos Metacognitivos en Escritura. Los resultados indican que hay una relación significativa entre el proceso de producción de un podcast educativo y el desarrollo de competencias comunicativas en la expresión oral y escrita, además de los procesos de meta producción escrita.

eng:Objective: the purpose of this study was to establish the effect of the production process of an educational podcast on the development of oral and written communicative competencies, and on the development of metacognitive processes in writing, in a sample of high school students from a public institution in the municipality of Aguadas, during the second semester of the year 2021. Method: the study, quantitative, responded to a quasi-experimental design, where the subjects were not randomly assigned, but intentionally. Longitudinal, because two moments in time were studied (pretest and posttest). Panel type, because we work with the same group of individuals at both times. And correlational, because it seeks to measure the performance of one variable on others. The measurement instruments used were the language, writing and semantic and phonological verbal fluency tasks of the Child Neuropsychological Evaluation (ENI); in addition, the questionnaire of the Evaluation of Metacognitive Processes in Writing (evapromes) was applied. Results: in relation to the ENI tasks, an increase was evidenced in most of the variables of the Language and Writing tasks and a decrease in the performance of some variables of the writing and written retrieval tasks. In relation to the evapromes questionnaire, there was evidence of correlation between the production processes of the educational Podcast and the conceptual schemes of oral and written expression; passage from quartile 3 to 4 in a general analysis of the students; decrease in the students' variability. Conclusions: it was evidenced that the educational podcast production process, understood from an instructional learning strategy, favors oral and written expression. A learning intervention for educational podcast production, based on the theoretical frameworks presented in this research, has a positive effect on oral and written expression, especially in students between 13 and 14 years of age. Finally, the process of producing scripts for educational Podcast by high school students favors self-regulation in the writing processes carried out by the students.