Reading in Psychology. What do students tell at the beginning and at the end of the first year?

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Published Oct 28, 2019
DOI https://doi.org/10.17981/cultedusoc.10.2.2019.01

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Maria Micaela Villalonga Penna
Instituto de Investigaciones sobre el Lenguaje y la Cultura (INVELEC); Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) (Argentina)

Abstract

The perceptions of the new students in relation to what is read and their participation in disciplinary communities are dimensions of singular importance when developing reading processes for academic purposes. From this perspective, this article aims to analyze the conceptions of the first year students of the Academic Programs of Psychology in relation to what is read at the beginning and at the end of the degree. Based on a qualitative approach, we proceed to study the category Reading with educational intentionality Disciplinary as an emerging construct; the collection of information was carried out through in-depth interviews with students on two occasions, one at the beginning of the school year and another, before the end of it. Among the main results, it is worth highlighting that students with high performance manage to build knowledge about text classes and discursive types, as well as evidence of appropriation of the academic genres that are read in this disciplinary community. It is concluded that there are important differences regarding the perceptions obtained by students with medium or high marks in the partials of the subjects in relation to those who have obtained low marks.

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How to Cite
Villalonga Penna, M. M. (2019). Reading in Psychology. What do students tell at the beginning and at the end of the first year?. CULTURA EDUCACIÓN Y SOCIEDAD, 10(2), 9–26. https://doi.org/10.17981/cultedusoc.10.2.2019.01
Issue
Vol. 10 No. 2 (2019): Cultura Educación y Sociedad
Section
ARTICLES
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