School performance in science: adequacy of an evaluation system for students with learning disorders
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Ensino de Ciência e Tecnologia |
Texto Completo: | https://periodicos.utfpr.edu.br/rbect/article/view/2864 |
Resumo: | The objective was to build and tailor a performance instrument large-scale science to Brazilian students with possible indicators of specific functional learning disorders. Were collected in four regions of Brazil, in two stages: 1) was applied a performance test covering science issues, to 320 students from Year 9 and 1 year of high school; then were applied 117 questionnaires to mothers / guardians of students who took the test performance on indicators of learning disorders such students. In terms of performance on the science content for the 9th grade of elementary school, there was a general frequency arrangements with 30-70% index. When we correlate the environmental and biological factors with the performance of science the results were not significant, showing that the adjustments of the proposed performance test may be considered positive for the inclusive process. |
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School performance in science: adequacy of an evaluation system for students with learning disordersDesempenho escolar em ciências: adequação de um sistema de avaliação para estudantes com transtornos da aprendizagemExternal evaluations; Learning disorders; Performance in scienceAvaliações externas; Transtornos da aprendizagem; Desempenho em ciênciasThe objective was to build and tailor a performance instrument large-scale science to Brazilian students with possible indicators of specific functional learning disorders. Were collected in four regions of Brazil, in two stages: 1) was applied a performance test covering science issues, to 320 students from Year 9 and 1 year of high school; then were applied 117 questionnaires to mothers / guardians of students who took the test performance on indicators of learning disorders such students. In terms of performance on the science content for the 9th grade of elementary school, there was a general frequency arrangements with 30-70% index. When we correlate the environmental and biological factors with the performance of science the results were not significant, showing that the adjustments of the proposed performance test may be considered positive for the inclusive process.O objetivo deste trabalho foi construir e adequar um instrumento de desempenho em larga escala de ciências para estudantes brasileiros com possíveis indicadores de transtornos funcionais específicos da aprendizagem. Foram coletados em quatro regiões do Brasil, em dois momentos: 1º) foi aplicado um teste de desempenho abrangendo questões de Ciências, para 320 estudantes do 9º Ano e 1º Ano do Ensino Médio; em seguida, foram aplicados 117 questionários para mães/responsáveis dos estudantes que realizaram o teste de desempenho, sobre indicadores dos transtornos de aprendizagem desses alunos. Em se tratando do desempenho sobre os conteúdos de ciências referentes ao 9º ano do ensino fundamental, houve uma frequência geral de acertos com índice de 30 a 70%. Quando correlacionamos os fatores ambientais e biológicos com o desempenho de ciências os resultados não se mostraram significativos, revelando que as adequações do teste de desempenho propostas podem ser consideradas positivas para o processo inclusivo.Universidade Tecnológica Federal do Paraná (UTFPR)A Coordenação de Aperfeiçoamento de Nível Superior (CAPES), Observatório de Educação OBEDUC e ao Instituto Nacional Instituto Nacional de Estudos e Pesquisas Educacionais INEPde Jesus, Tiago SantosPagan, Alice AlexandreRocha, Fábio Teotho2019-08-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/286410.3895/rbect.v12n2.2864Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 2 (2019)1982-873X10.3895/rbect.v12n2reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/2864/pdfDireitos autorais 2019 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2020-09-09T09:20:01Zoai:periodicos.utfpr:article/2864Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2020-09-09T09:20:01Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
School performance in science: adequacy of an evaluation system for students with learning disorders Desempenho escolar em ciências: adequação de um sistema de avaliação para estudantes com transtornos da aprendizagem |
title |
School performance in science: adequacy of an evaluation system for students with learning disorders |
spellingShingle |
School performance in science: adequacy of an evaluation system for students with learning disorders de Jesus, Tiago Santos External evaluations; Learning disorders; Performance in science Avaliações externas; Transtornos da aprendizagem; Desempenho em ciências |
title_short |
School performance in science: adequacy of an evaluation system for students with learning disorders |
title_full |
School performance in science: adequacy of an evaluation system for students with learning disorders |
title_fullStr |
School performance in science: adequacy of an evaluation system for students with learning disorders |
title_full_unstemmed |
School performance in science: adequacy of an evaluation system for students with learning disorders |
title_sort |
School performance in science: adequacy of an evaluation system for students with learning disorders |
author |
de Jesus, Tiago Santos |
author_facet |
de Jesus, Tiago Santos Pagan, Alice Alexandre Rocha, Fábio Teotho |
author_role |
author |
author2 |
Pagan, Alice Alexandre Rocha, Fábio Teotho |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
A Coordenação de Aperfeiçoamento de Nível Superior (CAPES), Observatório de Educação OBEDUC e ao Instituto Nacional Instituto Nacional de Estudos e Pesquisas Educacionais INEP |
dc.contributor.author.fl_str_mv |
de Jesus, Tiago Santos Pagan, Alice Alexandre Rocha, Fábio Teotho |
dc.subject.por.fl_str_mv |
External evaluations; Learning disorders; Performance in science Avaliações externas; Transtornos da aprendizagem; Desempenho em ciências |
topic |
External evaluations; Learning disorders; Performance in science Avaliações externas; Transtornos da aprendizagem; Desempenho em ciências |
description |
The objective was to build and tailor a performance instrument large-scale science to Brazilian students with possible indicators of specific functional learning disorders. Were collected in four regions of Brazil, in two stages: 1) was applied a performance test covering science issues, to 320 students from Year 9 and 1 year of high school; then were applied 117 questionnaires to mothers / guardians of students who took the test performance on indicators of learning disorders such students. In terms of performance on the science content for the 9th grade of elementary school, there was a general frequency arrangements with 30-70% index. When we correlate the environmental and biological factors with the performance of science the results were not significant, showing that the adjustments of the proposed performance test may be considered positive for the inclusive process. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-08-15 |
dc.type.none.fl_str_mv |
|
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.utfpr.edu.br/rbect/article/view/2864 10.3895/rbect.v12n2.2864 |
url |
https://periodicos.utfpr.edu.br/rbect/article/view/2864 |
identifier_str_mv |
10.3895/rbect.v12n2.2864 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/rbect/article/view/2864/pdf |
dc.rights.driver.fl_str_mv |
Direitos autorais 2019 CC-BY http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2019 CC-BY http://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 |
Universidade Tecnológica Federal do Paraná (UTFPR) |
publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
dc.source.none.fl_str_mv |
Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 2 (2019) 1982-873X 10.3895/rbect.v12n2 reponame:Revista Brasileira de Ensino de Ciência e Tecnologia instname:Universidade Tecnológica Federal do Paraná (UTFPR) instacron:UTFPR |
instname_str |
Universidade Tecnológica Federal do Paraná (UTFPR) |
instacron_str |
UTFPR |
institution |
UTFPR |
reponame_str |
Revista Brasileira de Ensino de Ciência e Tecnologia |
collection |
Revista Brasileira de Ensino de Ciência e Tecnologia |
repository.name.fl_str_mv |
Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR) |
repository.mail.fl_str_mv |
||rbect-pg@utfpr.edu.br |
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