<?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>S1405-66662023000200563</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprender y reflexionar a través de la escritura de diarios académicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning and Reflecting by Writing Academic Logs]]></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>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ Ciudad de México]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>97</numero>
<fpage>563</fpage>
<lpage>585</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662023000200563&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662023000200563&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662023000200563&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los diarios de escritura tienen reconocidas potencialidades para promover una escritura epistémica, especialmente cuando son guiados por docentes. En este estudio, el objetivo fue determinar la efectividad de una experiencia de innovación pedagógica basada en diarios de escritura desarrollados a partir de protocolos de escritura para aprender (PEA) que inducen actividades constructivas por medio de estrategias cognitivas, metacognitivas y la planificación de escritura de ensayos académicos. Se trabajó con un grupo de 25 estudiantes universitarias(os), quienes elaboraron diarios de escritura bajo dos condiciones, escritura de los PEA y ensayos realizados: a) de forma colaborativa y b) individualmente. Los resultados demostraron que ambas condiciones produjeron logros significativos, tanto en la mejora de aprendizajes de los contenidos curriculares como en la producción de ensayos con una mayor calidad compositiva y estructural. Se discuten las implicaciones de los resultados obtenidos, de la propuesta pedagógica, así como las limitaciones del trabajo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Writing logs have the recognized potential to promote epistemic writing, especially when teachers guide them. In this study, the aim was to determine the effectiveness of an experience in pedagogical innovation based on writing logs. The logs were developed from writing-to-learn protocols (WLP) that encourage constructive activities through cognitive and metacognitive strategies, and the planning of academic essays. Work was carried out with a group of twenty-five university students, who created writing logs with two conditions, WLP writing and essays produced: a) collaboratively, and b) individually. The results showed that both conditions led to significant attainment, both in improving the learning of curriculum content and in writing essays with greater quality in composition and structure. Discussion centers on the implications of the results, the pedagogical proposal, and the work's limitations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[escritura académica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[academic writing]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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