THREE GENRE-BASED PEDAGOGICAL PERSPECTIVES: REFLECTIONS ON TEACHING HOW TO WRITE LABORATORY REPORTS
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Abstract
Academic literacy is an extremely important practice. It is a process through which people acquire competencies to operate with texts specific to university and professional environments. However, the situation of these skills is problematic in Latin America. There are few spaces prior to higher education in which people have the possibility of developing literacy skills in specialized fields. This scenario is challenging for programs such as Science 2030 of the beneficiary universities, which mostly seek to incorporate the explicit teaching of communication skills specific to academic work in undergraduate Science and Technology programs. Therefore, the objective of this discussion is to reflect on the applicability of three pedagogical models based on discursive genre for teaching the production of laboratory reports in a general chemistry course. Despite the evident differences among the pedagogical models, it is possible to elaborate a proposal that contemplates the advantages of each one and to materialize a methodological framework for the teaching of literacy in academic contexts that is organized and coherent with the multiple needs of the students.
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References
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