Assessment of learning in Biology teaching: analysis of anchoring social representations of teachers

Detalhes bibliográficos
Autor(a) principal: Mota, Diego
Data de Publicação: 2023
Outros Autores: Mesquita, Silvana Soares de Araujo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da SBEnBIO
Texto Completo: https://renbio.org.br/index.php/sbenbio/article/view/957
Resumo: Based on the Theory of Social Representations, we analyzed the construction of the meanings of the assessment practices of high school Biology teachers. Our objective was to identify the anchoring process that underlie their knowledge and guide their pedagogical practices. We intend to expand, with a psychosocial perspective, the interpretation of the tensions built between professional knowledge and the representations of the teacher's work. The results announce a set of meanings that indicate the strength of institutional norms on teaching work, associated with the metaphor of a "gear", and suggest that this social representation is anchored in the image of a traditional school prototype, in its representation of the school culture and the centrality of the curriculum in their pedagogical practices.
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spelling Assessment of learning in Biology teaching: analysis of anchoring social representations of teachers Evaluación del aprendizaje en la enseñanza de la Biología: análisis de los anclajes de las representaciones sociales de los docentesAvaliação da aprendizagem no ensino de Biologia: análise das ancoragens das representações sociais de professoresAvaliação da aprendizagemCurrículoProfessores de BiologiaPráticas educacionaisDissertaçõesTesesEnsino de BiologiaEducação em CiênciasLearning assessmentCurriculumBiology TeachersEducational practicesDissertationsThesesBiology TeachingScience EducationEvaluación del aprendizajePlan de estudiosProfesores de biologíaPrácticas educativasDisertacionesTesisEnseñanza de la BiologíaEnseñanza de las cienciasBased on the Theory of Social Representations, we analyzed the construction of the meanings of the assessment practices of high school Biology teachers. Our objective was to identify the anchoring process that underlie their knowledge and guide their pedagogical practices. We intend to expand, with a psychosocial perspective, the interpretation of the tensions built between professional knowledge and the representations of the teacher's work. The results announce a set of meanings that indicate the strength of institutional norms on teaching work, associated with the metaphor of a "gear", and suggest that this social representation is anchored in the image of a traditional school prototype, in its representation of the school culture and the centrality of the curriculum in their pedagogical practices.Con base en la Teoría de las Representaciones Sociales, analizamos la construcción de significados de las prácticas de evaluación de profesores de Biología de enseñanza media. Nuestro objetivo fue identificar el proceso de anclaje que subyace en sus saberes y orienta sus prácticas pedagógicas. Pretendemos ampliar, con una perspectiva psicosocial, la interpretación de las tensiones construidas entre el saber profesional y las representaciones del trabajo del docente. Los resultados anuncian un conjunto de significados que indican la fuerza de las normas institucionales sobre el trabajo docente, asociadas a la metáfora de un "engranaje", y sugieren que esta representación social está anclada en la imagen de un prototipo de escuela tradicional, en su representación del la cultura escolar y la centralidad del currículo en sus prácticas pedagógicas.Esse estudo tem como objeto de análise a construção dos sentidos das práticas avaliativas de professores de Biologia de um contexto educacional. Sob a perspectiva da Teoria das Representações Sociais, são discutidas as ancoragens que fundamentam seus saberes e orientam suas práticas avaliativas. Pretende-se ampliar, com o olhar psicossocial, a interpretação das tensões construídas entre os conhecimentos profissionais e as representações do trabalho do professor. Os resultados anunciam uma rede de significados que destacam a força das normas institucionais sobre o trabalho docente, associada à metáfora de uma engrenagem, sugerindo que essa representação social está ancorada na imagem de um protótipo de escola, em sua representação sobre a cultura escolar e na centralidade dos conteúdos disciplinares em suas práticas pedagógicas.SBEnBio - Associação Brasileira de Ensino de Biologia2023-07-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://renbio.org.br/index.php/sbenbio/article/view/95710.46667/renbio.v16i1.957SBEnBio Biology Teaching Journal; 2023: v.16, n.1 (jan./jun. 2023) ; 163-182Revista de Enseñanza de Biología SBEnBio; 2023: v.16, n.1 (jan./jun. 2023) ; 163-182Revista de Ensino de Biologia da SBEnBio; 2023: v.16, n.1 (jan./jun. 2023) ; 163-1822763-889810.46667/renbio.v16i1reponame:Revista da SBEnBIOinstname:Associação Brasileira de Ensino de Biologia (SBEnBio)instacron:SBEnBioporhttps://renbio.org.br/index.php/sbenbio/article/view/957/323BrazilBrasilBrasilCopyright (c) 2023 Revista de Ensino de Biologia da SBEnBiohttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMota, DiegoMesquita, Silvana Soares de Araujo2023-07-12T21:41:11Zoai:ojs.renbio.org.br:article/957Revistahttps://renbio.org.br/index.php/sbenbioONGhttps://renbio.org.br/index.php/sbenbio/oairevistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com2763-88981982-1867opendoar:2023-07-12T21:41:11Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)false
dc.title.none.fl_str_mv Assessment of learning in Biology teaching: analysis of anchoring social representations of teachers
Evaluación del aprendizaje en la enseñanza de la Biología: análisis de los anclajes de las representaciones sociales de los docentes
Avaliação da aprendizagem no ensino de Biologia: análise das ancoragens das representações sociais de professores
title Assessment of learning in Biology teaching: analysis of anchoring social representations of teachers
spellingShingle Assessment of learning in Biology teaching: analysis of anchoring social representations of teachers
Mota, Diego
Avaliação da aprendizagem
Currículo
Professores de Biologia
Práticas educacionais
Dissertações
Teses
Ensino de Biologia
Educação em Ciências
Learning assessment
Curriculum
Biology Teachers
Educational practices
Dissertations
Theses
Biology Teaching
Science Education
Evaluación del aprendizaje
Plan de estudios
Profesores de biología
Prácticas educativas
Disertaciones
Tesis
Enseñanza de la Biología
Enseñanza de las ciencias
title_short Assessment of learning in Biology teaching: analysis of anchoring social representations of teachers
title_full Assessment of learning in Biology teaching: analysis of anchoring social representations of teachers
title_fullStr Assessment of learning in Biology teaching: analysis of anchoring social representations of teachers
title_full_unstemmed Assessment of learning in Biology teaching: analysis of anchoring social representations of teachers
title_sort Assessment of learning in Biology teaching: analysis of anchoring social representations of teachers
author Mota, Diego
author_facet Mota, Diego
Mesquita, Silvana Soares de Araujo
author_role author
author2 Mesquita, Silvana Soares de Araujo
author2_role author
dc.contributor.author.fl_str_mv Mota, Diego
Mesquita, Silvana Soares de Araujo
dc.subject.por.fl_str_mv Avaliação da aprendizagem
Currículo
Professores de Biologia
Práticas educacionais
Dissertações
Teses
Ensino de Biologia
Educação em Ciências
Learning assessment
Curriculum
Biology Teachers
Educational practices
Dissertations
Theses
Biology Teaching
Science Education
Evaluación del aprendizaje
Plan de estudios
Profesores de biología
Prácticas educativas
Disertaciones
Tesis
Enseñanza de la Biología
Enseñanza de las ciencias
topic Avaliação da aprendizagem
Currículo
Professores de Biologia
Práticas educacionais
Dissertações
Teses
Ensino de Biologia
Educação em Ciências
Learning assessment
Curriculum
Biology Teachers
Educational practices
Dissertations
Theses
Biology Teaching
Science Education
Evaluación del aprendizaje
Plan de estudios
Profesores de biología
Prácticas educativas
Disertaciones
Tesis
Enseñanza de la Biología
Enseñanza de las ciencias
description Based on the Theory of Social Representations, we analyzed the construction of the meanings of the assessment practices of high school Biology teachers. Our objective was to identify the anchoring process that underlie their knowledge and guide their pedagogical practices. We intend to expand, with a psychosocial perspective, the interpretation of the tensions built between professional knowledge and the representations of the teacher's work. The results announce a set of meanings that indicate the strength of institutional norms on teaching work, associated with the metaphor of a "gear", and suggest that this social representation is anchored in the image of a traditional school prototype, in its representation of the school culture and the centrality of the curriculum in their pedagogical practices.
publishDate 2023
dc.date.none.fl_str_mv 2023-07-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://renbio.org.br/index.php/sbenbio/article/view/957
10.46667/renbio.v16i1.957
url https://renbio.org.br/index.php/sbenbio/article/view/957
identifier_str_mv 10.46667/renbio.v16i1.957
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://renbio.org.br/index.php/sbenbio/article/view/957/323
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista de Ensino de Biologia da SBEnBio
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista de Ensino de Biologia da SBEnBio
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil
Brasil
Brasil
dc.publisher.none.fl_str_mv SBEnBio - Associação Brasileira de Ensino de Biologia
publisher.none.fl_str_mv SBEnBio - Associação Brasileira de Ensino de Biologia
dc.source.none.fl_str_mv SBEnBio Biology Teaching Journal; 2023: v.16, n.1 (jan./jun. 2023) ; 163-182
Revista de Enseñanza de Biología SBEnBio; 2023: v.16, n.1 (jan./jun. 2023) ; 163-182
Revista de Ensino de Biologia da SBEnBio; 2023: v.16, n.1 (jan./jun. 2023) ; 163-182
2763-8898
10.46667/renbio.v16i1
reponame:Revista da SBEnBIO
instname:Associação Brasileira de Ensino de Biologia (SBEnBio)
instacron:SBEnBio
instname_str Associação Brasileira de Ensino de Biologia (SBEnBio)
instacron_str SBEnBio
institution SBEnBio
reponame_str Revista da SBEnBIO
collection Revista da SBEnBIO
repository.name.fl_str_mv Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)
repository.mail.fl_str_mv revistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com
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