CONCEPTIONS OF CHEMISTRY TEACHERS ON LEARNING ASSESSMENT

Abstract

The evaluation process, inherent to the construction of knowledge, is still little debated and developed, especially in the teaching of areas related to science in teacher education, which, later, may lead to a poor development of the teaching process between these teachers and their future students. The training of future teachers in the areas of Science, such as Mathematics, Physics and Chemistry, requires a solid basis for the evaluation process so that the construction of scientific knowledge is much more used within the classrooms. Thus, it is necessary to investigate, question and analyze the data obtained on this important part of teaching, the evaluation. This research aims to analyze the conceptions of chemistry teachers about the evaluation process, as well as their relationships with the new perspectives of learning evaluation. The research has a qualitative nature, having its field of research the schools of the State Public Network of the state of Pernambuco. The research subjects will be the teachers who teach classes in the area of Chemistry in high school of these schools. The instruments used will be based on semi-structured interviews with teachers and their assessment instruments. Data analysis will be done in the light of the Fourth Generation Theory (GUBA; LINCOLN, 1989) and the Experience Assessment (VIANA, 2014). It is expected that the research can foster the discussion about evaluations in the teaching of experimental practices in Chemistry.