Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learning
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/11147 |
Resumo: | This study aims to analyze the perceptions of students of technical education integrated about the existing relationships between emotions and assessment of learning at school. The methodology used is characterized as qualitative with a phenomenological approach. Through a semi-structured questionnaire applied to 174 students from the Instituto Federal Farroupilha, we seek to understand how these relations are shown in the referred context. In the data analysis, carried out under the bias of Discursive Textual Analysis (DTA), we observed that proof is the most used assessment tool in the context, although it is not the only and coexist with a variety of forms of assessment. As for emotions in the evaluation process, negative ones predominate, such as anxiety and fear, associated with physiological reactions such as difficulty in concentration, headache, and memory lapses. However, positive emotions were also pointed out, such as joy and pleasure, associated with different assessment instruments than tests and exams, especially those that are more practical and flexible, such as research or debates. |
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Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learningRelaciones entre emoción y evaluación que se muestran en percepciones de estudiantes de la enseñanza técnica integrada sobre el aprendizajeRelações entre emoção e avaliação que se mostram em percepções de estudantes do ensino técnico integrado sobre a aprendizagemEmotionsAssessmentTeachingLearning.EmocionesEvaluaciónEnseñanzaAprendizaje.EmoçõesAvaliaçãoEnsinoAprendizagem.This study aims to analyze the perceptions of students of technical education integrated about the existing relationships between emotions and assessment of learning at school. The methodology used is characterized as qualitative with a phenomenological approach. Through a semi-structured questionnaire applied to 174 students from the Instituto Federal Farroupilha, we seek to understand how these relations are shown in the referred context. In the data analysis, carried out under the bias of Discursive Textual Analysis (DTA), we observed that proof is the most used assessment tool in the context, although it is not the only and coexist with a variety of forms of assessment. As for emotions in the evaluation process, negative ones predominate, such as anxiety and fear, associated with physiological reactions such as difficulty in concentration, headache, and memory lapses. However, positive emotions were also pointed out, such as joy and pleasure, associated with different assessment instruments than tests and exams, especially those that are more practical and flexible, such as research or debates.Este estudio tiene como objetivo analizar las percepciones de estudiantes de enseñanza técnica integrada sobre las relaciones que existen entre emociones y evaliación del aprendizaje en la escuela. La metodología utilizada ha sido cualitativa con abordaje fenomenológico. Por medio de uma encuesta semiestructurada aplicada a 174 estudiantes del Instituto Federal Farroupilha, buscamos comprender como se muestran esas relaciones en el contexto. En el análisis de los datos, hecho sob el bies del Análisis Textual Discursivo (ATD), observamos que el examen es el instrumento de evaluación más utilizado por los profesores, aunque no sea el único y cohexista con uma diversidad de formas de evaluación. Con respecto a las emociones en el proceso evaluativo, predominan las negativas, como la ansiedad y el miedo, asociadas a reacciones fisiológicas como dificultad de concentración, dolor de cabeza y lapsos de memoria. Sin embargo, emociones positivas también han sido apuntadas, como alegría y placer, asociadas a instrumentos de evaluación diferentes de pruebas y exámenes, principalmente los más prácticos y flexibles, como investigaciones y debates.Este estudo tem como objetivo analisar as percepções de estudantes de ensino técnico integrado sobre as relações existentes entre emoções e avaliação da aprendizagem na escola. A metodologia utilizada caracteriza-se como qualitativa com abordagem fenomenológica. Por meio de um questionário semiestruturado aplicado a 174 estudantes do Instituto Federal Farroupilha, buscamos compreender como se mostram essas relações no referido contexto. Na análise dos dados, feita sob o viés da Análise Textual Discursiva (ATD), observamos que a prova é o instrumento de avaliação mais utilizado pelos professores, embora não seja o único e coexista com uma diversidade de formas de avaliação. Quanto às emoções no processo avaliativo, predominam as negativas, como ansiedade e medo, associadas a reações fisiológicas como dificuldade de concentração, dor de cabeça e lapsos de memória. No entanto, emoções positivas também foram apontadas, como alegria e prazer, associadas a instrumentos de avaliação diferentes das provas e exames, principalmente aqueles mais práticos e flexíveis, como pesquisas ou debates.Research, Society and Development2020-12-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1114710.33448/rsd-v9i12.11147Research, Society and Development; Vol. 9 No. 12; e22991211147Research, Society and Development; Vol. 9 Núm. 12; e22991211147Research, Society and Development; v. 9 n. 12; e229912111472525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/11147/9861Copyright (c) 2020 Louise Silva do Pinho; Elena Maria Billig Mellohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPinho, Louise Silva do Mello, Elena Maria Billig2020-12-30T23:32:22Zoai:ojs.pkp.sfu.ca:article/11147Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:33:03.297694Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learning Relaciones entre emoción y evaluación que se muestran en percepciones de estudiantes de la enseñanza técnica integrada sobre el aprendizaje Relações entre emoção e avaliação que se mostram em percepções de estudantes do ensino técnico integrado sobre a aprendizagem |
title |
Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learning |
spellingShingle |
Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learning Pinho, Louise Silva do Emotions Assessment Teaching Learning. Emociones Evaluación Enseñanza Aprendizaje. Emoções Avaliação Ensino Aprendizagem. |
title_short |
Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learning |
title_full |
Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learning |
title_fullStr |
Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learning |
title_full_unstemmed |
Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learning |
title_sort |
Relations between emotion and evaluation are shown in perceptions of students of the integrated technical education on learning |
author |
Pinho, Louise Silva do |
author_facet |
Pinho, Louise Silva do Mello, Elena Maria Billig |
author_role |
author |
author2 |
Mello, Elena Maria Billig |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pinho, Louise Silva do Mello, Elena Maria Billig |
dc.subject.por.fl_str_mv |
Emotions Assessment Teaching Learning. Emociones Evaluación Enseñanza Aprendizaje. Emoções Avaliação Ensino Aprendizagem. |
topic |
Emotions Assessment Teaching Learning. Emociones Evaluación Enseñanza Aprendizaje. Emoções Avaliação Ensino Aprendizagem. |
description |
This study aims to analyze the perceptions of students of technical education integrated about the existing relationships between emotions and assessment of learning at school. The methodology used is characterized as qualitative with a phenomenological approach. Through a semi-structured questionnaire applied to 174 students from the Instituto Federal Farroupilha, we seek to understand how these relations are shown in the referred context. In the data analysis, carried out under the bias of Discursive Textual Analysis (DTA), we observed that proof is the most used assessment tool in the context, although it is not the only and coexist with a variety of forms of assessment. As for emotions in the evaluation process, negative ones predominate, such as anxiety and fear, associated with physiological reactions such as difficulty in concentration, headache, and memory lapses. However, positive emotions were also pointed out, such as joy and pleasure, associated with different assessment instruments than tests and exams, especially those that are more practical and flexible, such as research or debates. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-20 |
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://rsdjournal.org/index.php/rsd/article/view/11147 10.33448/rsd-v9i12.11147 |
url |
https://rsdjournal.org/index.php/rsd/article/view/11147 |
identifier_str_mv |
10.33448/rsd-v9i12.11147 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/11147/9861 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Louise Silva do Pinho; Elena Maria Billig Mello https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Louise Silva do Pinho; Elena Maria Billig Mello https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 12; e22991211147 Research, Society and Development; Vol. 9 Núm. 12; e22991211147 Research, Society and Development; v. 9 n. 12; e22991211147 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052666678870016 |