Enseñar a escribir un artículo de investigación mediante la revisión colaborativa: Percepciones de los estudiantes

Abstract

Writing an academic research paper (ARP) based on the undergraduate thesis (UT) can be very difficult without an educational intervention specifically designed for this purpose. In this study, we describe a proposal of teaching academic research writing based on collaborative peer review and analyze students’ perceptions of their writing process and the writing intervention itself. One survey was administered during and after the ARP writing to 48 students in the fourth grade of teaching education. Results showed that most of the students perceived writing an ARP as a tool to engage in their professional community and to develop their role as teacher-researcher, although it was also considered as a complex activity whose development led to feelings of satisfaction as well as anxiety. The lack of awareness about the ARP, the research process as well as time management were perceived as the main difficulties. From the students’ perceptions, the collaborative peer review and the assistance provided during the educational intervention contributed to overcome difficulties and promoted their learning of academic research writing