El impacto de las estaciones de aprendizaje en las capacidades de escritura de alumnos catalanes

Identificador:  TFM:1195

Handle: https://hdl.handle.net/20.500.11797/TFM1195

Autores:  de Lamo Pedrajas, Marta

Resumen:
This paper aims to investigate the effect of the Learning Stations Methodology on students’ writing skills and their beliefs towards them. The experiment was conducted in a Catalan semi-private school with 12 and 13-year-old students for three weeks. Six different stations were designed to make up the learning circuit. The stations addressed all the required aspects students needed to write the final task. This investigation also aimed to demonstrate the effectiveness of the LSM in giving rise to peer-scaffolding scenarios, thereby lessening students’ level differences due to the diversity in the group.