Thiago Oliveira Lima

REFERENCE: LIMA, Thiago Oliveira. ESTUDO DE CONCEPÇÕES E PRÁTICAS AVALIATIVAS DOS PROFESSORES DE LICENCIATURA EM CIÊNCIAS NAS AULAS DE EXPERIMENTAÇÃO. 2016. 84 f. Universidade Federal de Goiás, 2016.

AUTHOR: Thiago Oliveira Lima
TITLE: CONCEPTIONS STUDY AND EVALUATIVE PRACTICES OF BACHELOR OF ARTS TEACHER IN EXPERIMENTAL SCIENCE CLASSES (ESTUDO DE CONCEPÇÕES E PRÁTICAS AVALIATIVAS DOS PROFESSORES DE LICENCIATURA EM CIÊNCIAS NAS AULAS DE EXPERIMENTAÇÃO)
ADVISOR: Prof. Dr. Wesley Fernandes Vaz
CONCENTRATION AREA: Education
RESEARCH LINE: N/I
DEFENSE DATE: 10/31/2016

ABSTRACT:

We researched the teacher evaluative practice of the undergraduate courses in Science, Biology, Physics and Chemistry of the Federal University of Goiás - Jataí Regional, specifically in the experimental classes. We aim to analyze and discuss how the evaluation process takes place in the experimentation classes, raising the conceptions of students and teachers. Also understand the methods and tools that teachers use in practical classes in science labs to assess their students' learning. The research is configured as qualitative and quantitative and a case study. After an exhaustive survey of the literature, we made use of student questionnaires, which allowed us to observe dissatisfaction and criticism of the evaluation process, and to understand their aspirations for a more comprehensive, flexible and realistic practice. We noticed, mainly, there's a lot of difficulty with the transparency of the teachers' evaluation criteria, the theoretical and practical classes are separated by an abyss that conditions the students to see them in a dichotomous way, the evaluative instruments are being little explored, very formatted and plastered, and the student hopes for more evaluations and for the use of more evaluative tools, especially those involving his critical sense, participation, ability and creativity. Teachers, by means of interviews, pointed out the difficulties with large classes, lack of structure and lack of institutional orientations regarding evaluation methods and practices. They insist on traditional conceptions of evaluation and do not use factual instruments of observation and more subjective instruments of evaluation. Those who have a more open, flexible and discussed evaluation practice are closer to a more progressive and desired conception, while those who insist on a retrograde, positivist and exclusively traditional evaluative practice are criticized not only by the students but also by the literature.

COMPLETE TEXT