Resumo

CHAVERRA FERNANDEZ, Dora Inés. Metacognitive skills in digital writing. Rev. Lasallista Investig. [online]. 2011, vol.8, n.2, pp.104-111. ISSN 1794-4449.

Introduction. In general writing is understood as a cognitive and linguistic process, in which thought and language are involved. Digital writing refers to the composition process supported by electronic resources and, as a new form of writing, is transforming the production, processing and transmission of information and knowledge. Objectives. This research work aimed to identify the most relevant metacognitive skills for writing digital texts among the primary school students and study ways to develop those skills, departing from a proposal of didactic intervention. Materials and methods. Two 4th grade and one 5th grade groups participated, producing written digital pieces during four months, within a didactic situations framework. The information was obtained from a self-registration questionnaire about metacognitive skills associated to producing digital texts and an observation scale for those skills. The Willcoxon test was used to compare the averages obtained by each group in the first and last applications of the self-registration questionnaire. A non-parametric variance analysis was made by the use of the Kruskal-Wallis test, in order to compare the averages obtained by each group in ythe application of the observation scale. The Ward method was used to classify the most relevant metacognitive skills that appeared in this scale's analysis. Results. The didactic proposal implemented had a positive effect on all of the metacognitive skills, with a special emphasis on those related to recognizing the task of writing and the recognition of each student's difficulties to write. Conclusion. These results show an empiric evidence concerning the teachable character of metacognition associated to the development of written production, and the students/writer's competence on the production of digital texts, even though a total responsibility of tools is presume don the matter.

Palavras-chave : Metacognition; digital writing; didactics; primary education; schooling; evaluation.

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