A avaliação no ensino de Física: práticas e concepções dos  professores

dc.creator	Cleci Werner da Rosa
dc.creator	Luiz Marcelo Darroz
dc.creator	Tomas Edson Marcante
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:57Z
dc.date.available	2015-08-12T11:21:57Z
dc.identifier	1850-6666
dc.identifier	https://doaj.org/article/8d7acd67d9814bd7ac35c6980e8501a3
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29237
dc.description	This paper discusses the learning evaluation process in school, holding to the context of the discipline of Physics in high school. By analyzing the conceptions of learning assessment in schools, through bibliographic research, this study presents the meanings that the assessment act results in social life and how those are used within the evaluation proposal in schools, explaining different ways of designing and carrying out the evaluation of students. In this way of thinking, looking to the discipline of Physics in high school realities, field research was realized with ten educators from public schools, when they were asked about the proposal for the evaluation that each teacher uses to work in their discipline in high school classes. As a result, the analysis made it clear that the concept of evaluation of learning that prevails in Physics classes in high school still is based in a summative perspective, having the grades and quantitative aspects of the main assumptions of the assessment act as the prevalent verification on the evaluation of learning. Thus, the learning assessment inside the context still refers to the idea that evaluation is a finite act that ends when a grade is given to the student, completely disengaged from the learning process. .
dc.language	Spanish
dc.language	English
dc.language	Portuguese
dc.publisher	Universidad Nacional del Centro de la Provincia de Buenos Aires
dc.relation	https://7bd81d52-a-62cb3a1a-s-sites.googlegroups.com/site/reiecniecyt/volumen-7-nro-2/v7n2a05.pdf?attachauth=ANoY7cqGjQKBN8zuWUoZ__RKyC_sSJ069UPAvoOcfnHJ9r48qMt438YAoX1Mow6EvoER8D99CCdE2MBliUYssNOlH9XtkrRtNoItxijm6nm7NzimjahXhjA04lL5Fhm7KkMRQKcYMVMWOkU7Na8GKisCfOVKxhLVTtnk7puEG9wdf8nNq5CnHRU_pEqx97m2BuIWrlSZjx2RvmUi0uHi1ELKo6z7aiIoJvFGhVBB8E4K6KdVt7MMBcc%3D&attredirects=0
dc.relation	https://doaj.org/toc/1850-6666
dc.source	Revista Electrónica de Investigación en Educación en Ciencias , Vol 7, Iss 2, Pp 41-53 (2012)
dc.subject	Education
dc.subject	Evaluation of learning
dc.subject	Physics
dc.subject	High school
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	A avaliação no ensino de Física: práticas e concepções dos professores
dc.type	article