Instrucción estratégica en tareas de síntesis en el contexto universitario

Zusammenfassung

| In the European Higher Education Area, college students must build their learning from many sources. Therefore, in university classrooms, teachers should implement measures to promote autonomous learning and enhance competences in students. Among these competences are the ability of analysis-synthesis and communicative competence. Both competences are usually demand at the University in the form of synthesis tasks. Synthesis tasks contribute to learning, but they are complex. They have high cognitive reading comprehension and written composition demands. Therefore, they are difficult for some students. The aim of this study is to present a strategic instructional synthesis tasks program focused on improving skills of reading comprehension and writing composition applied to scientific and academic field. The program sample are college students. We also present tools to evaluate the quality of the synthesis task and the activation of reading and writing cognitive process. Is expected a significant improvement in students synthesis quality and in the activation and self-regulation of reading and writing cognitive processes. From a practical point of view, it offers a strategic instructional program applicable to different subjects, with which promote improvements in student writing and communicative and analysis-synthesis competences.