Formal evaluation of students' thinking at the Military College of Fortaleza

• Autor(a) principal: Julio Cesar Vieira Lopes
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFC
• Texto Completo: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11563
• topic: AvaliaÃÃo; Migrantes; Pensamento formal; Concursados e nÃo-concursados; Evaluation; Migrants; Formal thought; Gazetted and non- gazetted; EDUCACAO

The research is a case study of a quantitative nature and aimed to evaluate the formal thought of the students of the Military College of Fortaleza (CMF) in the light of the theory of genetic epistemology of Jean Piaget. The population totals 800 students enrolled in grades (years) in primary education II (6th to 9th grade ) and high school (1st to 3rd year). Data were obtained with the application of a test of verbal intelligence test (reasoning) and the collections on age, sex , year ( range ) and the origin of the students information gazetted or non- gazetted and migrant or non- migrant, noted in the tab. The result achieved by each student in the reasoning test was associated with student performance on assessments of English language, mathematics and overall average (mean final of students in all courses taken in the year 2012) The result of the data analysis performed in software application SPSS (Statistical Package for Social Sciences) for Windows version 20.0 pointed to statically significant difference between gazetted and non- gazetted students. The initial hypothesis that migrant students could have difficulty learning because of the changing process was not confirmed by analysis of the search results. It found a similarity between the performance of students in the reasoning test and performance in internal assessments practiced by students of CMF. As regards the results by age, there was a confluence with Piaget's theory because the results showed performance improvement as age advances. The finding points to the importance of faculty and teaching staff perform their methodological and pedagogical - didactic actions with emphasis on the development of reasoning that proved they were not well developed and that students should pay attention to non- gazetted whose performance showed differences statically significant in relation to the gazetted students.