García-Sánchez Jesús-Nicasio, García-Martín Judit
Department of Psychology, Sociology and Philosophy, Universidad de León, León, Spain.
Department of Humanities, Universidad De La Costa, Barranquilla, Colombia.
Front Psychol. 2021 Oct 12;12:723281. doi: 10.3389/fpsyg.2021.723281. eCollection 2021.
In the last decade, published data on the performance of Colombian students have concerned educators and researchers, making critical reading one of the priorities of Colombian education. That is why this article presents the results of a study carried out in a Latin American university in which the perceptions of students and professors are analyzed regarding the strategies and textual genres used to work and cross-evaluate the advanced reading comprehension (ARC). This study is materialized in the application of an ad online questionnaire, in its two versions (students and teachers), designed through Survey Monkey. For this, it has the participation of 182 teachers and 2,775 students. There are several trends in the use of specific textual strategies and typologies to work and evaluate ARC, by both, depending on the department of assignment. The evidence found is provided and evaluated considering the implications for cross-curricular instruction and assessment in higher education in Latin America, including study limitations and prospects for overcoming them.
在过去十年里，有关哥伦比亚学生学习表现的已发表数据引起了教育工作者和研究人员的关注，使得批判性阅读成为哥伦比亚教育的重点之一。正因如此，本文呈现了在一所拉丁美洲大学开展的一项研究结果，该研究分析了学生和教师对于用于学习和相互评估高级阅读理解（ARC）的策略及文本类型的看法。这项研究通过在线问卷得以实施，问卷有两个版本（学生版和教师版），是通过Survey Monkey设计的。为此，有182名教师和2775名学生参与其中。根据作业所属部门的不同，在运用特定文本策略和类型来学习和评估ARC方面，学生和教师都存在几种趋势。文中给出了所发现的证据，并在考虑其对拉丁美洲高等教育跨课程教学与评估的影响的情况下进行了评估，包括研究的局限性以及克服这些局限性的前景。
