EVALUATION PRACTICES AND PEDAGOGICAL CONCEPTIONS USED BY TEACHERS OF THE MECHANICAL TECHNICAL COURSE OF THE HOLY SPIRIT FEDERAL INSTITUTE
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Eletrônica Debates em Educação Científica e Tecnológica |
Texto Completo: | https://ojs.ifes.edu.br/index.php/ric/article/view/692 |
Resumo: | School cannot be detached from life, from the world that surrounds it; need to be in tune with the community and the time you live. In this sense, evaluation is a necessary and permanent didactic task, and it must follow the process of teaching and learning step by step. Thus, this paper aimed at identifying instruments and techniques used by the Mechanical Technical Course teachers of the Federal Institute of Espírito Santo – Ifes in order to evaluate their students as well as verifying the pedagogical concepts that support their teaching practice. We also intended to ascertain if the teachers are informed about the theoretical foundations that guide the learning assessment proposal of the course. The methodology consisted on a quantitative and qualitative case study, also exploratory and descriptive. The instrument adopted was a duly validated structured questionnaire with closed and open questions, with a sample of 57 (fifty-seven) teachers. Data analysis was descriptive, through the use of absolute and relative frequency tables. The results revealed that the group of teachers often applies a diversity of techniques/instruments, among which we can highlight: academic papers (82,5%); mixed tests (77,2%); essay tests (61,4%); objective tests (54,4%); and seminars (50,9%). Concerning the pedagogical conceptions adopted by the teachers, 52,6% opts for the technicist, whereas 40,4% for the modern humanist and 31,6% for the traditional humanist. When considering the teaches’ knowledge on the evaluation system applied on the referred course, 50,9% of the participants informed that they have a fully understanding of it, whereas 49,1% showed partial knowledge. To sum up, after analyzing the results, it was possible to conclude that the evaluation practices as well as the pedagogical conceptions adopted in this course need to be further worked by the Ifes group of educators for a practice with greater discussion with teachers about this theme. |
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EVALUATION PRACTICES AND PEDAGOGICAL CONCEPTIONS USED BY TEACHERS OF THE MECHANICAL TECHNICAL COURSE OF THE HOLY SPIRIT FEDERAL INSTITUTE PRÁTICAS AVALIATIVAS E CONCEPÇÕES PEDAGÓGICAS UTILIZADAS PELOS PROFESSORES DO CURSO TÉCNICO DE MECÂNICA DO INSTITUTO FEDERAL DO ESPÍRITO SANTO education; technical course in mechanics; evaluative practices; pedagogical conceptions.School cannot be detached from life, from the world that surrounds it; need to be in tune with the community and the time you live. In this sense, evaluation is a necessary and permanent didactic task, and it must follow the process of teaching and learning step by step. Thus, this paper aimed at identifying instruments and techniques used by the Mechanical Technical Course teachers of the Federal Institute of Espírito Santo – Ifes in order to evaluate their students as well as verifying the pedagogical concepts that support their teaching practice. We also intended to ascertain if the teachers are informed about the theoretical foundations that guide the learning assessment proposal of the course. The methodology consisted on a quantitative and qualitative case study, also exploratory and descriptive. The instrument adopted was a duly validated structured questionnaire with closed and open questions, with a sample of 57 (fifty-seven) teachers. Data analysis was descriptive, through the use of absolute and relative frequency tables. The results revealed that the group of teachers often applies a diversity of techniques/instruments, among which we can highlight: academic papers (82,5%); mixed tests (77,2%); essay tests (61,4%); objective tests (54,4%); and seminars (50,9%). Concerning the pedagogical conceptions adopted by the teachers, 52,6% opts for the technicist, whereas 40,4% for the modern humanist and 31,6% for the traditional humanist. When considering the teaches’ knowledge on the evaluation system applied on the referred course, 50,9% of the participants informed that they have a fully understanding of it, whereas 49,1% showed partial knowledge. To sum up, after analyzing the results, it was possible to conclude that the evaluation practices as well as the pedagogical conceptions adopted in this course need to be further worked by the Ifes group of educators for a practice with greater discussion with teachers about this theme.A escola não pode estar desvinculada da vida, do mundo que a rodeia, precisa estar em sintonia com a comunidade e com o tempo em que se vive. Nesse sentido, a avaliação é uma tarefa didática necessária e permanente do trabalho docente deve acompanhar passo a passo o processo de ensino-aprendizagem. Assim, este trabalho objetiva identificar instrumentos e técnicas utilizadas pelos professores do Curso Técnico de Mecânica do Instituto Federal do Espírito Santo – Ifes no que diz respeito à avaliação de seus alunos e concepções pedagógicas. Além disso, pretendeu-se verificar se os professores são informados sobre os fundamentos teóricos que orientam a proposta de avaliação da aprendizagem do curso. A metodologia utilizada consistiu em um estudo de caso de caráter quantitativo e qualitativo, exploratório e descritivo. Utilizou-se como instrumento um questionário estruturado com perguntas fechadas e abertas, devidamente validado, contando com a amostra de 57 professores. A análise dos dados foi descritiva, por meio de tabelas de frequência absoluta e relativa. Os resultados revelaram que o grupo de professores frequentemente aplica uma diversidade de técnicas/instrumentos, entre os quais destacam-se: trabalhos acadêmicos (82,5%); prova mista (77,2%); prova dissertativa (61,4%); prova objetiva (54,4%); e seminários (50,9%). No que diz respeito às concepções pedagógicas utilizadas, 52,6% opta pela tecnicista, 40,4% pela humanista moderna e 31,6% pela humanista tradicional. Já no que se refere ao conhecimento dos professores sobre o sistema de avaliação praticado no curso, 50,9% dos participantes informaram que o conhecem totalmente e 49,1% o conhecem parcialmente. Por fim, diante da análise dos resultados, foi possível concluir que as práticas avaliativas e concepções pedagógicas adotadas no referido curso necessitam ser mais trabalhadas, pelo grupo de pedagogos do Ifes, para uma prática com maior discussão com os professores acerca desta temática.Instituto Federal do Espírito Santo2020-08-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.ifes.edu.br/index.php/ric/article/view/69210.36524/ric.v6i2.692Revista Ifes Ciência ; v. 6 n. 2 (2020): Revista Ifes Ciência - ISSN 2359-4799 ; 101-1132359-479910.36524/ric.v6i2reponame:Revista Eletrônica Debates em Educação Científica e Tecnológicainstname:Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (IFES)instacron:IFESporhttps://ojs.ifes.edu.br/index.php/ric/article/view/692/530Copyright (c) 2020 Revista Ifes Ciência https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessoliveira, sebastião de oliveira2020-10-20T19:02:42Zoai::article/692Revistahttps://ojs.ifes.edu.br/index.php/indexPUBhttps://ojs.ifes.edu.br/index.php/index/oairevistadect@gmail.com||sidneiquezada@gmail.com2236-21502179-6955opendoar:2024-03-06T12:56:41.996827Revista Eletrônica Debates em Educação Científica e Tecnológica - Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (IFES)false |
dc.title.none.fl_str_mv |
EVALUATION PRACTICES AND PEDAGOGICAL CONCEPTIONS USED BY TEACHERS OF THE MECHANICAL TECHNICAL COURSE OF THE HOLY SPIRIT FEDERAL INSTITUTE PRÁTICAS AVALIATIVAS E CONCEPÇÕES PEDAGÓGICAS UTILIZADAS PELOS PROFESSORES DO CURSO TÉCNICO DE MECÂNICA DO INSTITUTO FEDERAL DO ESPÍRITO SANTO |
title |
EVALUATION PRACTICES AND PEDAGOGICAL CONCEPTIONS USED BY TEACHERS OF THE MECHANICAL TECHNICAL COURSE OF THE HOLY SPIRIT FEDERAL INSTITUTE |
spellingShingle |
EVALUATION PRACTICES AND PEDAGOGICAL CONCEPTIONS USED BY TEACHERS OF THE MECHANICAL TECHNICAL COURSE OF THE HOLY SPIRIT FEDERAL INSTITUTE oliveira, sebastião de oliveira education; technical course in mechanics; evaluative practices; pedagogical conceptions. |
title_short |
EVALUATION PRACTICES AND PEDAGOGICAL CONCEPTIONS USED BY TEACHERS OF THE MECHANICAL TECHNICAL COURSE OF THE HOLY SPIRIT FEDERAL INSTITUTE |
title_full |
EVALUATION PRACTICES AND PEDAGOGICAL CONCEPTIONS USED BY TEACHERS OF THE MECHANICAL TECHNICAL COURSE OF THE HOLY SPIRIT FEDERAL INSTITUTE |
title_fullStr |
EVALUATION PRACTICES AND PEDAGOGICAL CONCEPTIONS USED BY TEACHERS OF THE MECHANICAL TECHNICAL COURSE OF THE HOLY SPIRIT FEDERAL INSTITUTE |
title_full_unstemmed |
EVALUATION PRACTICES AND PEDAGOGICAL CONCEPTIONS USED BY TEACHERS OF THE MECHANICAL TECHNICAL COURSE OF THE HOLY SPIRIT FEDERAL INSTITUTE |
title_sort |
EVALUATION PRACTICES AND PEDAGOGICAL CONCEPTIONS USED BY TEACHERS OF THE MECHANICAL TECHNICAL COURSE OF THE HOLY SPIRIT FEDERAL INSTITUTE |
author |
oliveira, sebastião de oliveira |
author_facet |
oliveira, sebastião de oliveira |
author_role |
author |
dc.contributor.author.fl_str_mv |
oliveira, sebastião de oliveira |
dc.subject.por.fl_str_mv |
education; technical course in mechanics; evaluative practices; pedagogical conceptions. |
topic |
education; technical course in mechanics; evaluative practices; pedagogical conceptions. |
description |
School cannot be detached from life, from the world that surrounds it; need to be in tune with the community and the time you live. In this sense, evaluation is a necessary and permanent didactic task, and it must follow the process of teaching and learning step by step. Thus, this paper aimed at identifying instruments and techniques used by the Mechanical Technical Course teachers of the Federal Institute of Espírito Santo – Ifes in order to evaluate their students as well as verifying the pedagogical concepts that support their teaching practice. We also intended to ascertain if the teachers are informed about the theoretical foundations that guide the learning assessment proposal of the course. The methodology consisted on a quantitative and qualitative case study, also exploratory and descriptive. The instrument adopted was a duly validated structured questionnaire with closed and open questions, with a sample of 57 (fifty-seven) teachers. Data analysis was descriptive, through the use of absolute and relative frequency tables. The results revealed that the group of teachers often applies a diversity of techniques/instruments, among which we can highlight: academic papers (82,5%); mixed tests (77,2%); essay tests (61,4%); objective tests (54,4%); and seminars (50,9%). Concerning the pedagogical conceptions adopted by the teachers, 52,6% opts for the technicist, whereas 40,4% for the modern humanist and 31,6% for the traditional humanist. When considering the teaches’ knowledge on the evaluation system applied on the referred course, 50,9% of the participants informed that they have a fully understanding of it, whereas 49,1% showed partial knowledge. To sum up, after analyzing the results, it was possible to conclude that the evaluation practices as well as the pedagogical conceptions adopted in this course need to be further worked by the Ifes group of educators for a practice with greater discussion with teachers about this theme. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-08-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.ifes.edu.br/index.php/ric/article/view/692 10.36524/ric.v6i2.692 |
url |
https://ojs.ifes.edu.br/index.php/ric/article/view/692 |
identifier_str_mv |
10.36524/ric.v6i2.692 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.ifes.edu.br/index.php/ric/article/view/692/530 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Ifes Ciência https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Ifes Ciência https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal do Espírito Santo |
publisher.none.fl_str_mv |
Instituto Federal do Espírito Santo |
dc.source.none.fl_str_mv |
Revista Ifes Ciência ; v. 6 n. 2 (2020): Revista Ifes Ciência - ISSN 2359-4799 ; 101-113 2359-4799 10.36524/ric.v6i2 reponame:Revista Eletrônica Debates em Educação Científica e Tecnológica instname:Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (IFES) instacron:IFES |
instname_str |
Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (IFES) |
instacron_str |
IFES |
institution |
IFES |
reponame_str |
Revista Eletrônica Debates em Educação Científica e Tecnológica |
collection |
Revista Eletrônica Debates em Educação Científica e Tecnológica |
repository.name.fl_str_mv |
Revista Eletrônica Debates em Educação Científica e Tecnológica - Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (IFES) |
repository.mail.fl_str_mv |
revistadect@gmail.com||sidneiquezada@gmail.com |
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1798948025295437824 |