Revisión de estudios empíricos sobre instrucción en tareas de síntesis en universitarios

Abstract

Synthesis tasks presents a big demand at an university level when it is necessary to constitute optimal tools to potentiate the effective required learning nowadays in the European Higher Education Area. Nevertheless, these are tasks of a high complexity which requires the activation and self-regulation of superior skills of written and reading comprehension. Consequently, some students present difficulties to put it in effective practise. That is why those are tasks which requires instruction to assure an optimal domain of themselves. Along these lines, it is proposed the development of the work, whose main goal is to carry out an empirical review of the scientific studies in the field of teaching in synthesis tasks, recognize the main characteristics and identify its contributions and omissions. Therefore with the purpose of knowing which kind of validated instruction has been carried out until the moment of this moment in the scope of this project and its functionality. For all this reasons it has been done an exhaustive track of actual scientific articles (Among the years 2000 and 2016) in specialized scientific databases; These articles has been classified depending on its characteristics and analyzed around its objectives, samples, evaluating tools, characteristics of its planning, results and limitations. Initial results denotes that the instructions in synthesis tasks offers good results, helping to the students to improve considerately the quality of its texts and contributing to take advantage of the virtues of this those tasks to create its own apprenticeship. Therefore, it is concluded that the instruction on synthesis tasks is effective although we should point out that few works has been founded at an university and national level on this field, so it would be interesting develop and apply this kind of instructions and studies in the Spanish territory.