Alfabetización académica de los estudiantes de Geología y Paleontología de una universidad pública argentina

Abstract

The different levels of initial academic literacy of university students have a direct relationship with performance in their first years of academic training. Based on this statement, these levels were investigated in the students who entered the Bachelor's degrees in Geology and Paleontology in 2018 and 2019 at an Argentine university. An entrance test and an exit test were designed, as well as a review rubric that responded to the objectives of the evaluation. The results obtained were analyzed quantitatively. The activities of summarizing a popular science article in the entrance exams pointed to difficulties in the levels of academic literacy. Comparatively with the output ones, progress was observed in the domain of text comprehension and production; however, they only became significant when the students went through a year of university studies, accompanied by various activities from the Multiple Communication Area.