Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
Texto Completo: | http://www.repositorio.ufc.br/handle/riufc/55883 |
Resumo: | The aim of this study was to investigate the evaluation of learning in Physics undergraduate courses at the Federal Institute of Education, Science and Technology of Ceará (IFCE), and it culminated in pedagogical guidance actions. The analysis and theoretical foundation were based on the generations of evaluation and on the concept of formative evaluation. This study consists of an action research with qualitative methodology, which starts from the following steps: survey of the academic flow rates; analysis of the teachers' and students' perceptions; execution of educational guidance actions; and analysis of the effects . The research subjects are physics and mathematics teachers as well as regularly enrolled students. The actions took place on the campuses of Sobral, Acaraú, Cedro, Tianguá, Crateús and Fortaleza, covering a sample of 246 subjects in a universe of 906. Semi-structured interviews and questionnaires that passed through Content Analysis were used. The pedagogical guidance actions were developed considering the difficulties mentioned in order to discuss the reality of each campus and improve the evaluation. It was concluded that the conception of evaluation of the teachers who participated in the research is linked to the idea of measurement and exam, that the institutional guidelines are partially complied with, and that the teachers had doubts about the diagnostic and qualitative evaluation. In the students' perception, the tests are prioritized, the dialogue about evaluation is informative, and the results are used for classification. It was also concluded that the traditional model influences students who believe that the test is the fairest evaluation form. Failures are frequent in subjects related to mathematics, and they are caused by factors such as time, comprehension of the content, and lack of motivation. The pedagogical orientation actions had positive effects and fostered changes in the practices of the teachers who participated in the research, leading them to consider that it is possible to use training methods. The interventions were evaluated as relevant because they provoked reflection and complemented the training, and they can be recommended to more teachers from IFCE. |
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Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativosAvaliação do ensino-aprendizagemLicenciatura em FísicaFormação de professoresThe aim of this study was to investigate the evaluation of learning in Physics undergraduate courses at the Federal Institute of Education, Science and Technology of Ceará (IFCE), and it culminated in pedagogical guidance actions. The analysis and theoretical foundation were based on the generations of evaluation and on the concept of formative evaluation. This study consists of an action research with qualitative methodology, which starts from the following steps: survey of the academic flow rates; analysis of the teachers' and students' perceptions; execution of educational guidance actions; and analysis of the effects . The research subjects are physics and mathematics teachers as well as regularly enrolled students. The actions took place on the campuses of Sobral, Acaraú, Cedro, Tianguá, Crateús and Fortaleza, covering a sample of 246 subjects in a universe of 906. Semi-structured interviews and questionnaires that passed through Content Analysis were used. The pedagogical guidance actions were developed considering the difficulties mentioned in order to discuss the reality of each campus and improve the evaluation. It was concluded that the conception of evaluation of the teachers who participated in the research is linked to the idea of measurement and exam, that the institutional guidelines are partially complied with, and that the teachers had doubts about the diagnostic and qualitative evaluation. In the students' perception, the tests are prioritized, the dialogue about evaluation is informative, and the results are used for classification. It was also concluded that the traditional model influences students who believe that the test is the fairest evaluation form. Failures are frequent in subjects related to mathematics, and they are caused by factors such as time, comprehension of the content, and lack of motivation. The pedagogical orientation actions had positive effects and fostered changes in the practices of the teachers who participated in the research, leading them to consider that it is possible to use training methods. The interventions were evaluated as relevant because they provoked reflection and complemented the training, and they can be recommended to more teachers from IFCE.O trabalho teve o objetivo de investigar a avaliação da aprendizagem nas licenciaturas em Física do Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE) e culminou com ações de orientação pedagógica. A análise e fundamentação teórica foram baseadas nas gerações da avaliação e no conceito de avaliação formativa. Trata-se de uma pesquisa-ação, com metodologia qualitativa, partindo dos seguintes passos: levantamento das taxas de fluxo acadêmico; análise das percepções dos professores e dos alunos; realização de ações de orientação pedagógica; e análise dos efeitos. Os sujeitos da pesquisa são docentes de Física e de Matemática, bem como discentes regularmente matriculados no curso investigado. As ações aconteceram nos campi de Sobral, Acaraú, Cedro, Tianguá, Crateús e Fortaleza, abarcando uma amostra de 246 sujeitos, num universo de 906. Foram utilizadas entrevistas semiestruturadas e questionários que passaram pela Análise de Conteúdo. As ações de orientação pedagógica foram elaboradas considerando as dificuldades apontadas, com intuito de discutir a realidade de cada campus e aprimorar a avaliação. Concluiu-se que: a concepção de avaliação dos professores está ligada à ideia de medida e de exame; que as orientações institucionais são parcialmente cumpridas; e que os docentes tinham dúvidas sobre a avaliação diagnóstica e qualitativa. Na percepção dos alunos, as provas são priorizadas, o diálogo sobre avaliação é informativo e os resultados são usados para classificação. Constatou-se também que o modelo tradicional influencia os alunos que acreditam ser a prova a forma de avaliação mais justa. As reprovações são frequentes nas disciplinas ligadas à Matemática, causadas por fatores como tempo de estudo, dificuldades de entendimento do conteúdo e desmotivação. As ações de orientação pedagógica provocaram efeitos positivos e fomentaram mudanças nas práticas dos professores participantes, levando-os a considerarem que é possível usar métodos formativos. As intervenções foram avaliadas como relevantes porque provocaram a reflexão e complementaram a formação, sendo recomendadas a mais professores do IFCE.Ciasca, Maria Isabel Filgueiras LimaParente, Nórlia Nabuco2020-12-30T21:09:05Z2020-12-30T21:09:05Z2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfPARENTE, Nórlia Nabuco. Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos. Orientadora: Maria Isabel Filgueiras Lima Ciasca. 2020. 247f. - Tese (Doutorado em Educação) - Programa de Pós-graduação em Educação Brasileira, Faculdade de Educação, Universidade Federal do Ceará, Fortaleza, 2020.http://www.repositorio.ufc.br/handle/riufc/55883porreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFCinfo:eu-repo/semantics/openAccess2020-12-30T21:11:47Zoai:repositorio.ufc.br:riufc/55883Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2024-09-11T18:39:08.611146Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos |
title |
Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos |
spellingShingle |
Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos Parente, Nórlia Nabuco Avaliação do ensino-aprendizagem Licenciatura em Física Formação de professores |
title_short |
Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos |
title_full |
Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos |
title_fullStr |
Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos |
title_full_unstemmed |
Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos |
title_sort |
Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos |
author |
Parente, Nórlia Nabuco |
author_facet |
Parente, Nórlia Nabuco |
author_role |
author |
dc.contributor.none.fl_str_mv |
Ciasca, Maria Isabel Filgueiras Lima |
dc.contributor.author.fl_str_mv |
Parente, Nórlia Nabuco |
dc.subject.por.fl_str_mv |
Avaliação do ensino-aprendizagem Licenciatura em Física Formação de professores |
topic |
Avaliação do ensino-aprendizagem Licenciatura em Física Formação de professores |
description |
The aim of this study was to investigate the evaluation of learning in Physics undergraduate courses at the Federal Institute of Education, Science and Technology of Ceará (IFCE), and it culminated in pedagogical guidance actions. The analysis and theoretical foundation were based on the generations of evaluation and on the concept of formative evaluation. This study consists of an action research with qualitative methodology, which starts from the following steps: survey of the academic flow rates; analysis of the teachers' and students' perceptions; execution of educational guidance actions; and analysis of the effects . The research subjects are physics and mathematics teachers as well as regularly enrolled students. The actions took place on the campuses of Sobral, Acaraú, Cedro, Tianguá, Crateús and Fortaleza, covering a sample of 246 subjects in a universe of 906. Semi-structured interviews and questionnaires that passed through Content Analysis were used. The pedagogical guidance actions were developed considering the difficulties mentioned in order to discuss the reality of each campus and improve the evaluation. It was concluded that the conception of evaluation of the teachers who participated in the research is linked to the idea of measurement and exam, that the institutional guidelines are partially complied with, and that the teachers had doubts about the diagnostic and qualitative evaluation. In the students' perception, the tests are prioritized, the dialogue about evaluation is informative, and the results are used for classification. It was also concluded that the traditional model influences students who believe that the test is the fairest evaluation form. Failures are frequent in subjects related to mathematics, and they are caused by factors such as time, comprehension of the content, and lack of motivation. The pedagogical orientation actions had positive effects and fostered changes in the practices of the teachers who participated in the research, leading them to consider that it is possible to use training methods. The interventions were evaluated as relevant because they provoked reflection and complemented the training, and they can be recommended to more teachers from IFCE. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-30T21:09:05Z 2020-12-30T21:09:05Z 2020 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
PARENTE, Nórlia Nabuco. Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos. Orientadora: Maria Isabel Filgueiras Lima Ciasca. 2020. 247f. - Tese (Doutorado em Educação) - Programa de Pós-graduação em Educação Brasileira, Faculdade de Educação, Universidade Federal do Ceará, Fortaleza, 2020. http://www.repositorio.ufc.br/handle/riufc/55883 |
identifier_str_mv |
PARENTE, Nórlia Nabuco. Avaliação do ensino-aprendizagem nas licenciaturas em Física do IFCE: conhecendo as práticas e propondo caminhos formativos. Orientadora: Maria Isabel Filgueiras Lima Ciasca. 2020. 247f. - Tese (Doutorado em Educação) - Programa de Pós-graduação em Educação Brasileira, Faculdade de Educação, Universidade Federal do Ceará, Fortaleza, 2020. |
url |
http://www.repositorio.ufc.br/handle/riufc/55883 |
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Universidade Federal do Ceará (UFC) |
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Repositório Institucional da Universidade Federal do Ceará (UFC) |
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Repositório Institucional da Universidade Federal do Ceará (UFC) |
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Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC) |
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