The different evaluation processes in science education: what are the interpretations of the students?

Detalhes bibliográficos
Autor(a) principal: Galieta, Tatiana
Data de Publicação: 2018
Outros Autores: Alípio, Ana Carla Nascimento
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/4747
Resumo: The article presents a case study whose main objective was to verify the interpretations of the students about the different evaluative processes in the context of science discipline. Data were collected in a public school in the state of Rio de Janeiro through interviews with elementary school students and were analyzed: the senses on evaluation produced by the students, the interpretations of the different evaluative processes in science classes, performances the assessments in science and your attitude as possible evaluators. The results show that: students make a connection between the process of teaching and learning and evaluations without, however, recognize the work group as evaluations; when placed in the figure of evaluators emphasize tests and trials; and to justify the performance in the discipline, identify the effort and personal dedication. Thus, we note that the interpretations of the students are related to evaluative traditions of basic school. In addition, we intend that the results of this research have reiterated the evaluation as a stage of the teaching and learning process proposing the revision of its political (as well as methodological) meaning in science teaching.
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spelling The different evaluation processes in science education: what are the interpretations of the students?Os diferentes processos avaliativos no ensino de ciências: quais são as interpretações dos alunos?Educação. Ensino-aprendizagemAvaliação; Interpretação dos alunos; Ensino de ciências.Evaluation; Interpretation of the students; Science educationThe article presents a case study whose main objective was to verify the interpretations of the students about the different evaluative processes in the context of science discipline. Data were collected in a public school in the state of Rio de Janeiro through interviews with elementary school students and were analyzed: the senses on evaluation produced by the students, the interpretations of the different evaluative processes in science classes, performances the assessments in science and your attitude as possible evaluators. The results show that: students make a connection between the process of teaching and learning and evaluations without, however, recognize the work group as evaluations; when placed in the figure of evaluators emphasize tests and trials; and to justify the performance in the discipline, identify the effort and personal dedication. Thus, we note that the interpretations of the students are related to evaluative traditions of basic school. In addition, we intend that the results of this research have reiterated the evaluation as a stage of the teaching and learning process proposing the revision of its political (as well as methodological) meaning in science teaching.O artigo apresenta um estudo de caso cujo objetivo central consistiu em averiguar as interpretações dos alunos sobre os diferentes processos avaliativos no contexto da disciplina Ciências. Os dados foram coletados em uma escola pública localizada no estado do Rio de Janeiro por meio de entrevistas com alunos do ensino fundamental e foram analisados: os sentidos sobre avaliação produzidos pelos alunos, as interpretações sobre os diferentes processos avaliativos em aulas de Ciências, os desempenhos nas avaliações em Ciências e sua atitude enquanto eventuais avaliadores. Os resultados mostram que: os alunos fazem uma relação entre o processo de ensino-aprendizagem e as avaliações sem, no entanto, reconhecer os trabalhos em grupo como avaliações; quando colocados na figura de avaliadores, privilegiam testes e provas; e ao justificarem o desempenho na disciplina, identificam o esforço e a dedicação pessoal. Logo, notamos que as interpretações dos alunos estão relacionadas às tradições avaliativas da escola básica. Além disso, pretendemos que os resultados desta pesquisa tenham reiterado a avaliação como uma etapa do processo de ensino e aprendizagem propondo a revisão de seu significado político (além do metodológico) no ensino de Ciências.Universidade Tecnológica Federal do Paraná (UTFPR)Galieta, TatianaAlípio, Ana Carla Nascimento2018-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/474710.3895/rbect.v11n1.4747Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 1 (2018)1982-873X10.3895/rbect.v11n1reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/4747/pdfDireitos autorais 2018 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2020-10-28T19:46:38Zoai:periodicos.utfpr:article/4747Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2020-10-28T19:46:38Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv The different evaluation processes in science education: what are the interpretations of the students?
Os diferentes processos avaliativos no ensino de ciências: quais são as interpretações dos alunos?
title The different evaluation processes in science education: what are the interpretations of the students?
spellingShingle The different evaluation processes in science education: what are the interpretations of the students?
Galieta, Tatiana
Educação. Ensino-aprendizagem
Avaliação; Interpretação dos alunos; Ensino de ciências.
Evaluation; Interpretation of the students; Science education
title_short The different evaluation processes in science education: what are the interpretations of the students?
title_full The different evaluation processes in science education: what are the interpretations of the students?
title_fullStr The different evaluation processes in science education: what are the interpretations of the students?
title_full_unstemmed The different evaluation processes in science education: what are the interpretations of the students?
title_sort The different evaluation processes in science education: what are the interpretations of the students?
author Galieta, Tatiana
author_facet Galieta, Tatiana
Alípio, Ana Carla Nascimento
author_role author
author2 Alípio, Ana Carla Nascimento
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Galieta, Tatiana
Alípio, Ana Carla Nascimento
dc.subject.por.fl_str_mv Educação. Ensino-aprendizagem
Avaliação; Interpretação dos alunos; Ensino de ciências.
Evaluation; Interpretation of the students; Science education
topic Educação. Ensino-aprendizagem
Avaliação; Interpretação dos alunos; Ensino de ciências.
Evaluation; Interpretation of the students; Science education
description The article presents a case study whose main objective was to verify the interpretations of the students about the different evaluative processes in the context of science discipline. Data were collected in a public school in the state of Rio de Janeiro through interviews with elementary school students and were analyzed: the senses on evaluation produced by the students, the interpretations of the different evaluative processes in science classes, performances the assessments in science and your attitude as possible evaluators. The results show that: students make a connection between the process of teaching and learning and evaluations without, however, recognize the work group as evaluations; when placed in the figure of evaluators emphasize tests and trials; and to justify the performance in the discipline, identify the effort and personal dedication. Thus, we note that the interpretations of the students are related to evaluative traditions of basic school. In addition, we intend that the results of this research have reiterated the evaluation as a stage of the teaching and learning process proposing the revision of its political (as well as methodological) meaning in science teaching.
publishDate 2018
dc.date.none.fl_str_mv 2018-04-30
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/4747
10.3895/rbect.v11n1.4747
url https://periodicos.utfpr.edu.br/rbect/article/view/4747
identifier_str_mv 10.3895/rbect.v11n1.4747
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/4747/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2018 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. 11, n. 1 (2018)
1982-873X
10.3895/rbect.v11n1
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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