<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032017000100331</article-id>
<article-id pub-id-type="doi">10.15517/aie.v17i1.27291</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Escritura colaborativa de textos en quinto grado: Razonamiento y argumentación causal sobre un fenómeno físico]]></article-title>
<article-title xml:lang="en"><![CDATA[Collaborative writing of texts in fifth grade: Causal reasoning and argumentation concerning a physical phenomenon]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez R.]]></surname>
<given-names><![CDATA[Mario Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CO</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>331</fpage>
<lpage>356</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032017000100331&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032017000100331&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032017000100331&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenEste artículo propone identificar cuáles son los cambios que se generan en los niveles de razonamiento causal y en la argumentación causal de niños de 8 a 10 años cuando escriben textos sobre el fenómeno físico de rebotar. Específicamente, se tienen como objetivos analizar la influencia de dos contextos de escritura (colaborativo e individual) sobre los niveles de razonamiento causal en la población analizada y contrastar los componentes argumentativos cuando justifican la ocurrencia de dicho fenómeno en los dos espacios. Se tuvo como hipótesis que la interacción en la situación de escritura mejoraría significativamente la calidad de los textos. Se trabajó con una muestra de cuarenta y ocho estudiantes de dos escuelas públicas de Cali (Colombia). Participaron en este estudio 19 niños y 29 niñas (M= 9.4; SD= 0.74). El diseño experimental tuvo dos tipos de escritura: colaborativa e individual. En la primera condición, se conformaron triadas para la escritura de los textos; en la segunda condición, se escribieron estos de forma singular. Los sujetos experimentales fueron seleccionados y distribuidos al azar en las dos condiciones. Los resultados dan evidencia para confirmar la hipótesis del estudio. Se obtuvo un mayor número de afirmaciones causales en el contexto colaborativo y con un nivel de interacción mayor entre ellas, que las descritas en el individual. Análisis de varianza (Anova) dan cuenta de diferencias significativas en el número de variables y en el número de interacciones propuestas. En el discurso argumentativo se encontraron diferencias significativas para las afirmaciones causales, pero no para los otros componentes argumentativos. Los resultados son un indicador de que se alcanzan niveles de razonamiento más complejos escribiendo colaborativamente textos sobre fenómenos físicos que aquellos que se logran individualmente. Sin embargo, la argumentación causal no se complejiza en su estructura, más allá de aumentar el número de afirmaciones contenidas en los puntos de vista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThis article intends to identify which changes are generated in the levels of causal reasoning and causal argumentation in children of 8 to 10 years of age when they write texts about the physics of bounce. Specifically the study aims to analyze the influence of two contexts of writing (collaborative and individual) on levels of causal reasoning of children 8 to 10 years and contrast argumentative components when they justify the occurrence of this phenomenon in two contexts. The hypothesis was that the interaction in writing would significantly improve the quality of texts. Forty-eight students from two public schools in Cali (Colombia) participated in this study (19 boys and 29 girls) 8-10 years of age (M = 9.4; SD = 0.74). The experimental design had two contexts for writing: collaborative and individual. In the first context, they formed triads for writing texts; in the second context singular texts were written. The experimental subjects were selected and were randomly distributed in the two situations. The results give evidence to confirm the hypothesis of the study. A greater number of casual statements in the collaborative context were obtained with a greater level of interaction between them, as found in under the individual context. Analysis of variance (ANOVA) account for significant differences in the number of variables and number of interactions analyzed. In the argumentative discourse significant differences for causal claims were found but not for the other argumentative components. The results are an indication that more complex levels of reasoning are reached in collaboratively writing texts about physical phenomena than those achieved individually. However, the causal argumentation are not structurally more complex, beyond increasing the number of statements.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[razonamiento causal]]></kwd>
<kwd lng="es"><![CDATA[argumentación causal]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[causal reasoning]]></kwd>
<kwd lng="en"><![CDATA[causal argumentation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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