La literatura y la ciencia en los estudios universitarios
DOI:
https://doi.org/10.51660/ripie51276Palabras clave:
literatura, ciencia, aula, estudios universitarios, narracionesResumen
Desde la prehistoria, el ser humano siempre ha contado cuentos. En realidad, las imágenes que han sido descubiertas en las paredes y techos de antiguas cavernas, los frescos de las pirámides o los capiteles románicos conformaban una narración. No en vano, contar historias nos resulta tan natural e instintivo como comer o dormir. Es innegable el origen ancestral del cuento, pues su narrativa del cuento es tan antigua como la humanidad. El cuento oral se da en todos los folclores. Las raíces de la narrativa se remontan al folclor o a la tradición oral. En esta se describían historias para recordar las grandes hazañas de héroes (leyendas), explicar creencias sobre el mundo (mitos), enseñar moral y principios (fábulas y parábolas) o simplemente por entretenimiento (cuentos populares y cuentos de hadas). Entre los géneros literarios, los cuentos o narraciones breves parecen ser la opción más adecuada debido a su potencial para ayudar a los alumnos a mejorar sus habilidades de manera más efectiva. El cuento, como género breve en la literatura, es importante para mejorar la habilidad de comprensión lectora. Nosotros abogamos indiscutiblemente por la utilidad de incluir la literatura en el aula, con independencia de la disciplina, tal y como vamos a mostrar a lo largo de las siguientes páginas.
Descargas
Referencias
Albadejo García, M. D. (2007). Cómo llevar la literatura al aula: de la teoría a la práctica. Marco ELE, 5, 1-51.
Ariel Schwartz, G. (2017). Literature and science: Convergence and divergence. In A. Gamoneda & V. E. Bermúdez (Eds.), Inscriptions littéraires de la science. Épistémocritique.
Arıoğul, S. (2001). The teaching of reading through short stories in advanced classes [Unpublished master's thesis]. Hacettepe University.
Bagherkazemi, M., & Alemi, M. (2010). Literature in the EFL/ESL classroom: Consensus and controversy. LiBRI. Linguistic and Literary Broad Research and Innovation, 1(1), 30-48.
Barzani, S. H. H. (2020). The perceptions of EFL teachers and students on the use of short stories to enhance reading comprehension. Asian EFL Journal, 3(1), 325-341.
Barzani, S. H. H., Meena, R. S., & Ali, H. F. (2021). Integration of literature in English language teaching: Learners' attitudes and opinions. Canadian Journal of Language and Literature Studies, 1(1), 27-43. https://doi.org/10.53103/cjlls.v1i1.12
Battistini, A. (2005). Comparing two constructs: Literature and science. Annali d'Italianistica, 23, 15-30.
Bonachera García, A. I. (2013). La literatura en la lengua inglesa como recurso pedagógico en el aula de inglés [Master's thesis, Universidad de Almería]. https://doi.org/10.35537/10915/150628
Campe, R. (2003). Literature and the history of science. MLN, 118(3), 515-517. https://doi.org/10.1353/mln.2003.0053
Carter, R., & Long, M. N. (1991). Teaching literature. Longman.
Ceylan, N. O. (2016). Using short stories in reading skills class. Procedia - Social and Behavioral Sciences, 232, 311-315. https://doi.org/10.1016/j.sbspro.2016.10.027
Chick, N. L., Hassel, H., & Haynie, A. (2009). Pressing an ear against the hive: Reading literature for complexity. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 9(3), 399-422. https://doi.org/10.1215/15314200-2009-003
Clarke, B., & Rossini, M. (Eds.). (2011). The Routledge companion to literature and science. Routledge.
Coppens, K. (2018). Creating a classroom library. Science Scope, 42(1), 22-25.
Cortázar, J. (2013). Clases de literatura. Alfaguara. (Original work published 1980)
Dear, P. (2009). Revolutionizing the sciences: European knowledge and its ambitions, 1500-1700. Princeton University Press.
Duff, A., & Maley, A. (1990). Literature. Oxford University Press.
Duran, X. (2013). Las dos culturas: Un debate novelado. Mètode, 79, 11-16.
Drury, J. (2020). Making knowledge with science and literature [Review of the book The Experimental Imagination: Literary Knowledge and Science in the British Enlightenment, by T. Chico]. Criticism, 62(2), 301-306. https://doi.org/10.13110/criticism.62.2.0301
Galiullina, E., Kondrateva, I., & Madyakina, N. (2015). Level and criteria of students' foreign language communicative competence. Mediterranean Journal of Social Sciences, 6(3), 290-295. https://doi.org/10.5901/mjss.2015.v6n3s1p301
Ghosn, I. R. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172-179. https://doi.org/10.1093/elt/56.2.172
Gossin, P. (2002). Encyclopaedia of literature and science. Greenwood Press.
Gossin, P. (2002). Literature and the modern physical sciences. In M. J. Nye (Ed.), The Cambridge history of science: Vol. 5. The modern physical and mathematical sciences (pp. 91-109). Cambridge University Press. https://doi.org/10.1017/CHOL9780521571999.007
Handayani, M. P. (2013). Using children short story to enhance students reading comprehension. Journal of English and Education, 1(1), 133-141.
Hewitt, R. (2007). Eyes to the blind: Telescopes, theodolites and failing vision in William Wordsworth's landscape poetry. Journal of Literature and Science, 1(1), 5-23. https://doi.org/10.12929/jls.01.1.01
Jeni, Y. (2020). The using of short stories to enhance students' reading comprehension. Borneo Educational Journal (Borju), 2(2), 84-88. https://doi.org/10.24903/bej.v2i2.632
Katz, P. (2015). Victorian literature and science: Introduction. Critical Survey, 27(2), 1-3.
Khatib, M., Rezaei, S., & Derakhshan, A. (2011). Literature in EFL/ESL classroom. English Language Teaching Journal, 4(1), 201-208. https://doi.org/10.5539/elt.v4n1p201
Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342(6156), 377-380. https://doi.org/10.1126/science.1239918
Kim, M. (2004). Literature discussions in adult L2 learning. Language and Education, 18(2), 145-166. https://doi.org/10.1080/09500780408666872
Klein, J. (2001). Interdisciplinarity: History, theory and practice. Bloodaxe Books.
Maley, A. (1989). Down from the pedestal: Literature as resource. In R. Carter, R. Walker, & C. Brumfit (Eds.), Literature and the learner: Methodological approaches (pp. 1-9). Modern English Publications and the British Council.
McKay, S. (1982). Literature in the ESL classroom. TESOL Quarterly, 16(4), 529-536. https://doi.org/10.2307/3586470
McKay, S. (2001). Literature as content for ESL/EFL. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 319-332). Heinle & Heinle.
Menouer Fouatih, W. (2009). La literatura como recurso didáctico en el aula. Actas del I Taller Literaturas Hispánicas y E/LE, 161-172.
Minnisa, S. (2014). Formation of socio-cultural competence in teaching a foreign language. Procedia - Social and Behavioral Sciences, 136, 80-83. https://doi.org/10.1016/j.sbspro.2014.05.292
Murdoch, G. S. (1992). The neglected text: A fresh look at teaching literature. English Teaching Forum, 30(1), 2-4.
Murdoch, G. (2002). Exploiting well-known short stories for language skills development. IATEFL LCS SIG Newsletter, 23, 9-17.
O'Connor, R. (2007). The earth on show: Fossils and the poetics of popular science, 1802-1856. University of Chicago Press. https://doi.org/10.1007/s11016-011-9584-7
Pardede, P. (2011). Using short stories to teach language skills. JET Journal of English Teaching, 1(1), 15-27. https://doi.org/10.33541/jet.v1i1.49
Parrinder, P. (2009). Robots, clones and clockwork men: The posthuman perplex in early twentieth-century literature and science. Interdisciplinary Science Reviews, 34(1), 56-67. https://doi.org/10.1179/174327909x421452
Pourkalhor, O., & Kohan, N. (2013). Teaching reading comprehension through short story in advance classes. Asian Journal of Social Sciences & Humanities, 2(2), 52-60.
Prieto Pablos, J. A., & Casado Rodrigo, J. (2005). El uso de textos literarios en el aula de inglés. El Guiniguada, 3(1), 265-272. https://doi.org/10.20420/elguiniguada.2016.0084
Puri, N. A., Setiaydi, A. B., & Suparman, U. (2019). Improving the first-year students reading comprehension and interest in reading by using short story. Unila Journal of English Teaching, 8(1), 2-13.
Robson, A. E. (1989). The use of literature in ESL and culture-learning courses in US colleges. TESOL Newsletter, 23(1), 25-27.
Ruston, S. (Ed.). (2008). Literature and science. Boydell & Brewer.
Rutten, K., Soetaert, R., & Vandermeersche, G. (2011). Science fiction and a rhetorical analysis of the "Literature Myth." CLCWeb: Comparative Literature and Culture, 13(5). https://doi.org/10.7771/1481-4374.1709
Sagita, D. S., Mertosono, S. R., & Arid, M. (2019). Using short story strategy to develop reading comprehension of grade eight students. e-Journal of ELTS (English Language Teaching Society), 7(1), 1-7.
Sanz-Migallón, A. (2007). Cuéntalo bien. Sentido común aplicado a las historias. Plot Ediciones.
Savvidou, C. (2004). An integrated approach to teaching literature in the EFL classroom. The Internet TESL Journal, 10(12), 1-6.
Secord, J. A. (2000). Victorian sensation: The extraordinary publication, reception, and secret authorship of Vestiges of the Natural History of Creation. University of Chicago Press. https://doi.org/10.7208/chicago/9780226158259.001.0001
Shrestah, P. N. (2008). Using stories with young learners. In M. Krzanowski (Ed.), Current developments in English for academic, specific and occupational purposes (pp. 231-235). Garnet Publishing.
Sielke, S. (2015). Science studies and literature. Anglia: Zeitschrift für Englische Philologie, 133(1), 9-21.
Sleigh, C. (2011). Literature and science. Macmillan.
Snow, C. P. (1961). The two cultures and the scientific revolution: The Rede lecture 1959. Cambridge University Press.
Solbes, J., & Traver, M. (2015). Science, scientists and literature: The role of literature in promoting science and technology. Mètode Science Studies Journal, 5, 89-95.
Stern, S. L. (2001). An integrated approach to literature in ESL/EFL. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 328-345). Heinle & Heinle.
Suvin, D. (1979). Metamorphoses of science fiction: On the poetics and history of a literary genre. Yale University Press.
Tayebipour, F. (2009). In defence of teaching literature to EFL students in the era of globalization. In L. J. Zhang, R. Rubdy, & L. Alsagoff (Eds.), Englishes and literatures-in-English in a globalised world (pp. 213-219). National Institute of Education.
Toscano, A. A. (2011). Using I, Robot in the technical writing classroom: Developing a critical technological awareness. Computers and Composition, 28, 14-27. https://doi.org/10.1016/j.compcom.2010.12.001
Van, T. T. M. (2009). The relevance of literary analysis to teaching literature in the EFL classroom. English Teaching Forum, 47(3), 2-9.
Wilsing, M., & Akpinar-Wilsing, N. (2004). Integrating "outer space design" into design curriculum. International Journal of Art & Design Education, 23(1), 73-80. https://doi.org/10.1111/j.1476-8070.2004.00383.x
Yang, J. (2018). Science, technology, and literature [Review of the book Modernism, Science, and Technology, by M. S. Morrisson]. Journal of Modern Literature, 42(1), 192-196. https://doi.org/10.2979/jmodelite.42.1.14
Young, T. A., & Moss, B. (2006). Nonfiction in the classroom library: A literary necessity. Childhood Education, 82(4), 207-212. https://doi.org/10.1080/00094056.2006.10522824
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Revista Internacional de Pedagogía e Innovación Educativa
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Los artículos se publican bajo los términos de una licencia que permite el uso, distribución y reproducción en cualquier medio, siempre que el trabajo original se cite correctamente. Ed&TIC conserva los derechos patrimoniales de las obras publicadas y promueve activamente la reutilización de las mismas bajo los términos de la licencia mencionada anteriormente, lo que fomenta la difusión del conocimiento y la colaboración en la comunidad académica.
