THE EXISTING RELATIONS BETWEEN TEACHING AND ASSESSMENT IN CHEMISTRY TEACHING: NECESSARY REFLECTIONS
DOI:
https://doi.org/10.31692/2595-2498.v7i2.404Keywords:
Experimentation, Generations of Evaluation, Chemistry TeachingAbstract
This research sought to answer the following concern: what are the existing relationships between the approach to the teaching process of Chemistry and the perspective of evaluation experienced? To respond to this concern, our research aims to analyze the teaching approach experienced in Chemistry classes and its relationships with the teacher's evaluation proposal. In view of this, a survey was carried out in a public school in the municipality of Vitória de Santo Antão, in the state of Pernambuco, with a teacher and 30 students. The research was carried out in two phases. The first was observation and recording of 5 (five) lectures by the teacher on the content of Sustainability and Chemistry in Nature. The second was the observation about an experimental activity on the Properties of Matter. In view of this, at the end of the research, we observed that the teacher presents a cognitive teaching approach, however, his evaluative proposal presents First Generation characteristics (GUBA and Lincoln (2011), the researched teacher was concerned with student learning, however the evaluation focused on the quantification of learning. We emphasize the importance of teaching and evaluation practices dialoguing to help students' learning. After experiencing the proposed activity, we observed changes in the results of the students' evaluation, such as: sharing ideas, testing hypotheses , reflections on the construction of knowledge and expansion of the studied concept.
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Copyright (c) 2024 EDUARDO FRAGOSO DOS SANTOS SILVA, RAYANNE DA SILVA LIMA, JAMYLLY KETYLLY SERCUNDES DO NASCIMENTO, KAIO EMANUEL GOMES DA SILVA, Kilma da Silva Lima Viana (Autor)
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