Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/91707 |
Resumo: | This paper discusses the importance of formative and continuous assessment in the teaching-learning process in high school Physics classes, presenting pedagogical rubrics as instruments that, based on objectives, criteria and categories, make it possible to highlight what the teacher expects from students , in addition to identifying their learning on content or tasks and promoting self-assessment. The pedagogical rubrics were built and implemented in a 3rd year high school class, in Physics classes, based on a sequence of activities developed for a significant critical learning that sought to teach about energy and its transformations. The research of these activities followed a qualitative approach and the assessment instruments were the pedagogical rubrics, developed by the teacher-researcher. The analyzes by analytical pedagogical rubrics showed that new knowledge acquired new meanings for students and previous knowledge acquired greater cognitive stability, that is, the activities were important to re-elaborate the sub-subsectors, to differentiate and integrate them, as proposed by the theory of critical significant learning. |
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Pedagogical rubrics: an instrument of continuous assessment in the teaching of PhysicsRubricas Pedagógicas Analíticas: um instrumento de avaliação continuada no Ensino de FísicaAvaliaçãoRubricas PedagógicasEnsino-aprendizagemEnergiaEvaluationPedagogical RubricsTeaching-learningEnergyThis paper discusses the importance of formative and continuous assessment in the teaching-learning process in high school Physics classes, presenting pedagogical rubrics as instruments that, based on objectives, criteria and categories, make it possible to highlight what the teacher expects from students , in addition to identifying their learning on content or tasks and promoting self-assessment. The pedagogical rubrics were built and implemented in a 3rd year high school class, in Physics classes, based on a sequence of activities developed for a significant critical learning that sought to teach about energy and its transformations. The research of these activities followed a qualitative approach and the assessment instruments were the pedagogical rubrics, developed by the teacher-researcher. The analyzes by analytical pedagogical rubrics showed that new knowledge acquired new meanings for students and previous knowledge acquired greater cognitive stability, that is, the activities were important to re-elaborate the sub-subsectors, to differentiate and integrate them, as proposed by the theory of critical significant learning.Neste trabalho discute-se a importância da avaliação formativa e continuada no processo ensino-aprendizagem em aulas de Física do ensino médio, apresentando rubricas pedagógicas analíticas enquanto instrumentos que, a partir de objetivos, critérios e categorias, possibilita evidenciar o que o professor espera dos alunos, além de identificar suas aprendizagens acerca de conteúdos ou tarefas e favorecer a auto avaliação. As rubricas pedagógicas analíticas foram construídas e implementadas em uma turma de 3° ano do Ensino Médio, em aulas de Física, a partir de uma sequência de atividades desenvolvida para uma aprendizagem significativa crítica que buscou ensinar sobre energia e suas transformações. A pesquisa destas atividades seguiu uma abordagem qualitativa e os instrumentos de avaliação foram as rubricas pedagógicas analíticas, elaboradas pela professora-pesquisadora. As análises por rubricas pedagógicas analíticas mostraram que os novos conhecimentos adquiriram novos significados para os estudantes e os conhecimentos prévios adquiriram maior estabilidade cognitiva, ou seja, as atividades foram importantes para reelaborar os subsunçores, diferenciá-los e integrá-los, como propõe a teoria da aprendizagem significativa crítica.Imprensa Universitária - UFSC2023-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/9170710.5007/2175-7941.2023.e91707Caderno Brasileiro de Ensino de Física; v. 40 n. 3 (2023): Caderno Brasileiro de Ensino de Física; 502-5192175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporenghttps://periodicos.ufsc.br/index.php/fisica/article/view/91707/54996https://periodicos.ufsc.br/index.php/fisica/article/view/91707/54997Lucchese, Márcia Maria Britto Corrêa de Oliveira, Marilia Salomão de Freitas, Diana Paula info:eu-repo/semantics/openAccess2023-12-14T14:57:25Zoai:periodicos.ufsc.br:article/91707Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2023-12-14T14:57:25Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics Rubricas Pedagógicas Analíticas: um instrumento de avaliação continuada no Ensino de Física |
title |
Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics |
spellingShingle |
Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics Lucchese, Márcia Maria Avaliação Rubricas Pedagógicas Ensino-aprendizagem Energia Evaluation Pedagogical Rubrics Teaching-learning Energy |
title_short |
Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics |
title_full |
Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics |
title_fullStr |
Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics |
title_full_unstemmed |
Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics |
title_sort |
Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics |
author |
Lucchese, Márcia Maria |
author_facet |
Lucchese, Márcia Maria Britto Corrêa de Oliveira, Marilia Salomão de Freitas, Diana Paula |
author_role |
author |
author2 |
Britto Corrêa de Oliveira, Marilia Salomão de Freitas, Diana Paula |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Lucchese, Márcia Maria Britto Corrêa de Oliveira, Marilia Salomão de Freitas, Diana Paula |
dc.subject.por.fl_str_mv |
Avaliação Rubricas Pedagógicas Ensino-aprendizagem Energia Evaluation Pedagogical Rubrics Teaching-learning Energy |
topic |
Avaliação Rubricas Pedagógicas Ensino-aprendizagem Energia Evaluation Pedagogical Rubrics Teaching-learning Energy |
description |
This paper discusses the importance of formative and continuous assessment in the teaching-learning process in high school Physics classes, presenting pedagogical rubrics as instruments that, based on objectives, criteria and categories, make it possible to highlight what the teacher expects from students , in addition to identifying their learning on content or tasks and promoting self-assessment. The pedagogical rubrics were built and implemented in a 3rd year high school class, in Physics classes, based on a sequence of activities developed for a significant critical learning that sought to teach about energy and its transformations. The research of these activities followed a qualitative approach and the assessment instruments were the pedagogical rubrics, developed by the teacher-researcher. The analyzes by analytical pedagogical rubrics showed that new knowledge acquired new meanings for students and previous knowledge acquired greater cognitive stability, that is, the activities were important to re-elaborate the sub-subsectors, to differentiate and integrate them, as proposed by the theory of critical significant learning. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-14 |
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://periodicos.ufsc.br/index.php/fisica/article/view/91707 10.5007/2175-7941.2023.e91707 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/91707 |
identifier_str_mv |
10.5007/2175-7941.2023.e91707 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/91707/54996 https://periodicos.ufsc.br/index.php/fisica/article/view/91707/54997 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 40 n. 3 (2023): Caderno Brasileiro de Ensino de Física; 502-519 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
_version_ |
1799940575303041024 |