Desenvolvimento de um sistema integrado para implementação de tarefas avaliativas reflexivas e formativas contínuas

• Autor(a) principal: Alves, Josemar
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/14732
• topic: Atividades avaliativas-formativas; Atividades avaliativas-reflexivas; Tecnologias da informação e comunicação; Plataformas online; Formative evaluation activities; Reflective evaluation activities; Information and communication technologies; Online platforms; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA

In this work, a system for the implementation of reflective evaluation activities and/or formative evaluation activities (SRFA) was developed. It was based on the Educational Design Research (EDR) method, which concept has as one of its main characteristics the association of scientific research with the effective referral of a possible solution to specific problems of the teaching and learning processes identified in a real environment. SRFA is composed of didactic methodologies and computational tools that enable the implementation of these methodologies in practice. The methodological aspects of SRFA are as follows: (a) task-based didactic activities, which implementation occurs along of whole process of teaching and learning, are classifieds into two categories — formative evaluation activities (FA) and reflexive evaluation activities (RA); (b) didactic activities in which student produce solutions (tasks) only end when the student receives feedback; (c) the feedback provided to the student must be qualified — more than just the student's grade; and (d) feedback should be provided frequently and as quickly as possible so that the student can use it effectively during their teaching and learning process. However, implementing didactic activities developed according to previous specifications is difficult because of the teacher's overload in relation to the time it takes to evaluate them and provide qualified feedback. Concerning this, the SRFA incorporates adequate computational tools which can fully or partially automate the work of the teacher, so that the complete cycle of a didactic activity — which ends when students receive feedback for the task performed — is completed in the shortest possible time. SRFA have been implemented as a support for an integrated set of didactic activities (DA) for a General and Experimental Physics I course, which is taught for students of engineering courses of a federal university, and for Thermodynamics activities, used with high school students of a federal public school. The activities used in the university course are part of a collaborative work in which the present project contributed to with SRFA supporting tools for the professor. In the activities carried out in the public school, this work, in addition to the SRFA, contributed to the adaptation of a set of Thermodynamics DA previously developed, and to their integration with the activities developed by the coordinator teacher. Both SRFA applications are being carried out in EDR projects, and, consequently, each stage of its application (and development) has been analyzed according to it. Thus, considering the analyzes carried out in the context of this work, we aim at investigating the feasibility of SRFA based on the following dimensions: (1) technique; (2) didactic according to the student's perspective; and (3) didactic according to the teacher's perspective. The results obtained with these implementations indicated, mainly, that SRFA are useful for enabling the continuous implementation of FA and/or RA in real teaching and learning environments. In addition, they also showed that the use of the online gxq platform — one of the computational tools developed which was part of the RFA — can be spread to other educational contexts.