Gennt thinking and creative writing production in english of 5TH cycle students at school in Bogotá

Acero Díaz, Pablo Aldemar

Gennt thinking and creative writing production in english of 5TH cycle students at school in Bogotá

dc.contributor.advisor	Castañeda Torres, Mónica
dc.contributor.author	Acero Díaz, Pablo Aldemar
dc.coverage.spatial	Bogotá	spa
dc.date.accessioned	2023-02-22T19:35:48Z
dc.date.available	2023-02-22T19:35:48Z
dc.date.created	2017-03-09
dc.description.abstract	Las lenguas como sistemas vastos y cambiantes, permiten la presencia de la creatividad en la enseñanza o aprendizaje de una lengua extranjera. Los estudiantes de un idioma extranjero pueden ser creativos al encontrar soluciones diversas y diferentes en su proceso de aprendizaje. Por lo tanto, las lenguas son entornos potenciales ya sea por las posibilidades que tienen los profesores para crear o por la forma en que los aprendices aprovechan esas posibilidades. La clave es cómo el maestro encuentra la forma correcta de fomentar su creatividad, es decir, obtener sus soluciones utilizando su pensamiento divergente (pensamiento creativo) Una de estas posibilidades es la escritura creativa, o actividades de escritura mediante las cuales los alumnos pueden desarrollar sus estilos libres, sin estar limitados por las instrucciones del maestro, y donde desarrollarían su creatividad en los niveles de fantasía, imaginación, originalidad, apertura mental. , uso de vocabulario variado, desarrollo de tramas imaginativas, variedad de ideas, desarrollo personal, entre otros. De esta manera, los aprendices, los estudiantes, se benefician de experiencias de aprendizaje donde no se les piden respuestas o productos únicos, donde no se les pide que vean un objeto, un caso o un fenómeno desde una perspectiva única. Estos momentos de escritura, después de todo, benefician su pensamiento divergente. En otras palabras, estos momentos benefician su capacidad de ver diferentes posibilidades o asumir diferentes perspectivas para enfrentar un problema o para cuestionar respuestas, de ahí la importancia de desarrollarlo.	spa
dc.description.abstractenglish	A self-reflection on his classes, made the teacher-researcher establish there was a lack of activities that developed creativity in his students. For the purpose of solving it two aspects were considered to develop the research. One was the possibility to measure the students’ creativity and the other was the kind of possible activities looking for the improvement of their creativity. For the first aspect the Torrance Test of Creative Thinking (TTCT) was useful to measure the participants’ divergent thinking at the beginning and at the end of the research after a pedagogical intervention. For the second aspect creative writing activities developed during fifteen sessions with the eleven participants, 5th cycle students of the school IED Las Américas, were the means in order to look for an improvement of the participants at their divergent thinking, at their creativity. The sessions permitted the researcher and the students to participate in a pedagogical space different from traditional ones where the teacher is the authority and students have a passive role. On the contrary the participants were the protagonists in these learner centered activities while the teacher-researcher was not in a traditional role of authority. He was mainly a supporter during the learning process of his students during the whole sessions. The process implied the eleven participants were chosen from a whole group of 10th graders, deciding on the spaces to work in the school the creative writing activities, a detailed and constant reflection on the students’ (participants) role, the teacherresearcher roles, the participants learning strategies observed, a detailed record of each of the sessions that took into account participants’ behavior, development of the session and an evaluation of it. It also took into account an analysis of the written productions at the categories established by the psychologist Paul Torrance about divergent thinking: fluency, flexibility, originality and elaboration. After the fifteen sessions of creative writing, the participants took again the TTCT and their scores allowed noticing how the implementation of creative writing activities affected their divergent thinking. A comparison between the TTCT applied at the beginning ant the TTCT applied at the end of the research, together with the constant reflection, the observation and record from the sessions made possible to draw a series of conclusions and to establish some recommendations for future studies.	spa
dc.description.sponsorship	Universidad Libre	spa
dc.description.sponsorship	Facultad Ciencias de la Educación	spa
dc.description.sponsorship	Maestría en Educación con Énfasis en Didáctica de las Lenguas Extranjeras	spa
dc.format	PDF	spa
dc.identifier.uri	https://hdl.handle.net/10901/24336
dc.relation.references	SB	spa
dc.rights.accessrights	info:eu-repo/semantics/openAccess	spa
dc.rights.license	Atribución-NoComercial-SinDerivadas 2.5 Colombia	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/2.5/co/	*
dc.subject	Pensamiento divergente	spa
dc.subject	Escritura creativa	spa
dc.subject	Actividades centradas en el alumno	spa
dc.subject.lemb	Pensamiento divergente	spa
dc.subject.lemb	Escritura creativa	spa
dc.subject.lemb	Estudiantes	spa
dc.subject.subjectenglish	Divergent thinking	spa
dc.subject.subjectenglish	Creative writing	spa
dc.subject.subjectenglish	Creativity	spa
dc.subject.subjectenglish	Roles of teachers	spa
dc.subject.subjectenglish	Roles of students	spa
dc.subject.subjectenglish	Learner centered activities	spa
dc.title	Gennt thinking and creative writing production in english of 5TH cycle students at school in Bogotá	spa
dc.type.driver	info:eu-repo/semantics/masterThesis	spa
dc.type.local	Tesis de Maestría	spa