A avaliação da aprendizagem na disciplina cálculo diferencial e integral: em busca de sentidos pedagógicos
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2015-09-24
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Universidade Federal de Goiás
Resumo
In this dissertation, we present a qualitative investigation about assessment of learning in
Differential and Integral Calculus (DIC) in Science and Mathematics courses. We did a survey
about scientific production on assessment of learning in higher education from 2009 to 2013.
We observed that the predominant conception of evaluation is the traditional one, which values
accumulation of information and reproduction of concepts. The evaluative instruments more
often used are individual written examinations. Some research shows others perspectives of
evaluation, such as the formative assessment, which aims to improve learning though a process
of information gathering for further reflection and action. We also investigated the assessment
of learning according to teacher and student comprehension in DIC, in Science - Biology,
Physics and Chemistry – and Mathematics degrees of the Unidade Universitária de Ciências
Exatas e Tecnológicas of the Universidade Estadual de Goiás. We verified that traditional
evaluation is predominant in this institution much like the scientific production showed us, but
some teachers have tried different evaluation procedures in favor of student learning. After this
investigation, we analyze other evaluation proposal, apart from written examination, which
emerged in published articles, theses, dissertations and books. We also considered the
suggestions of teachers who participated in this study, and the impressions and proposals from
students interviewed about this topic. With all this information, we planned and created
pedagogical interventions with a group of Degree in Physics in this university. We utilized
evaluative activities that could indicate learning problems to solve them through a teaching
learning environment. We evidenced that the activities contributed to the teaching-learning
process in a positive way. They caused changes in the teacher/researcher about her way of
thinking and acting, and getting her to realize the importance of systematizing evaluation results
to show to students and for better planning work.
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FONTES, L. S. A avaliação da aprendizagem na disciplina cálculo diferencial e integral: em busca de sentidos pedagógicos. 2015. 132 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2015.