<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662020000300519</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Escritura epistémica de estudiantes universitarios en un sistema de actividad de cognición distribuida]]></article-title>
<article-title xml:lang="en"><![CDATA[Epistemic Writing of University Students in a System of Distributed Cognitive Activity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Rojas]]></surname>
<given-names><![CDATA[Gerardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cossío Gutiérrez]]></surname>
<given-names><![CDATA[Elda Friné]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Compeán]]></surname>
<given-names><![CDATA[María Eugenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>86</numero>
<fpage>519</fpage>
<lpage>547</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662020000300519&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662020000300519&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662020000300519&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta un diseño pedagógico basado en un sistema de actividad de cognición distribuida con el objetivo de mejorar la escritura epistémica. Participaron 25 estudiantes universitarios en dos fases secuenciadas. En la primera, trabajaron en pequeños grupos en un régimen de regulación social compartida actuando como co-planificadores, co-escritores y co-revisores para la construcción de protocolos de escritura para aprender (usando foros de discusión y wikis asíncronos) y para escribir ensayos académicos. En la segunda fase, los participantes trabajaron de forma individual los mismos protocolos de escritura para aprender y la escritura de ensayos, practicando lo aprendido. Los resultados demostraron que los estudiantes lograron mejores aprendizajes de los contenidos curriculares y escribieron mejores ensayos en ambas fases como consecuencia de su participación en el sistema de actividad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents a pedagogical design based on a system of distributed cognitive activity, with the objective of improving epistemic writing. Twenty-five university students participated in two sequenced phases. In the first, the students worked in small groups in a regimen of shared social regulation, contributing as co-planners, co-writers, and co-reviewers in constructing protocols for learning (through discussion forums and asynchronous wikis) and for writing academic essays. In the second phase, the participants worked in an individual manner on the same writing protocols, practicing their learning. The results showed that the students attained improved learning of curriculum content and wrote better essays in both phases, as a consequence of their participation in the activity system.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[escritura académica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estudiantes adultos]]></kwd>
<kwd lng="es"><![CDATA[foros de discusión]]></kwd>
<kwd lng="es"><![CDATA[ambientes virtuales de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[academic writing]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[adult students]]></kwd>
<kwd lng="en"><![CDATA[discussion forums]]></kwd>
<kwd lng="en"><![CDATA[virtual learning environments]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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