Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics

This paper discusses the importance of formative and continuous assessment in the teaching-learning process in high school Physics classes, presenting pedagogical rubrics as instruments that, based on objectives, criteria and categories, make it possible to highlight what the teacher expects from st...

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Autores: Lucchese, Márcia Maria, Britto Corrêa de Oliveira, Marilia, Salomão de Freitas, Diana Paula
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:Brasil
Institución:Universidade Federal de Santa Catarina (UFSC)
Repositorio:Caderno Brasileiro de Ensino de Física (Online)
Idioma:portugués
inglés
OAI Identifier:oai:periodicos.ufsc.br:article/91707
Acceso en línea:https://periodicos.ufsc.br/index.php/fisica/article/view/91707
Access Level:acceso abierto
Palabra clave:Avaliação
Rubricas Pedagógicas
Ensino-aprendizagem
Energia
Evaluation
Pedagogical Rubrics
Teaching-learning
Energy
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spelling Pedagogical rubrics: an instrument of continuous assessment in the teaching of PhysicsRubricas Pedagógicas Analíticas: um instrumento de avaliação continuada no Ensino de FísicaAvaliaçãoRubricas PedagógicasEnsino-aprendizagemEnergiaEvaluationPedagogical RubricsTeaching-learningEnergyThis paper discusses the importance of formative and continuous assessment in the teaching-learning process in high school Physics classes, presenting pedagogical rubrics as instruments that, based on objectives, criteria and categories, make it possible to highlight what the teacher expects from students , in addition to identifying their learning on content or tasks and promoting self-assessment. The pedagogical rubrics were built and implemented in a 3rd year high school class, in Physics classes, based on a sequence of activities developed for a significant critical learning that sought to teach about energy and its transformations. The research of these activities followed a qualitative approach and the assessment instruments were the pedagogical rubrics, developed by the teacher-researcher. The analyzes by analytical pedagogical rubrics showed that new knowledge acquired new meanings for students and previous knowledge acquired greater cognitive stability, that is, the activities were important to re-elaborate the sub-subsectors, to differentiate and integrate them, as proposed by the theory of critical significant learning.Neste trabalho discute-se a importância da avaliação formativa e continuada no processo ensino-aprendizagem em aulas de Física do ensino médio, apresentando rubricas pedagógicas analíticas enquanto instrumentos que, a partir de objetivos, critérios e categorias, possibilita evidenciar o que o professor espera dos alunos, além de identificar suas aprendizagens acerca de conteúdos ou tarefas e favorecer a auto avaliação. As rubricas pedagógicas analíticas foram construídas e implementadas em uma turma de 3° ano do Ensino Médio, em aulas de Física, a partir de uma sequência de atividades desenvolvida para uma aprendizagem significativa crítica que buscou ensinar sobre energia e suas transformações. A pesquisa destas atividades seguiu uma abordagem qualitativa e os instrumentos de avaliação foram as rubricas pedagógicas analíticas, elaboradas pela professora-pesquisadora. As análises por rubricas pedagógicas analíticas mostraram que os novos conhecimentos adquiriram novos significados para os estudantes e os conhecimentos prévios adquiriram maior estabilidade cognitiva, ou seja, as atividades foram importantes para reelaborar os subsunçores, diferenciá-los e integrá-los, como propõe a teoria da aprendizagem significativa crítica.Imprensa Universitária - UFSC2023-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/9170710.5007/2175-7941.2023.e91707Caderno Brasileiro de Ensino de Física; v. 40 n. 3 (2023): Caderno Brasileiro de Ensino de Física; 502-5192175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporenghttps://periodicos.ufsc.br/index.php/fisica/article/view/91707/54996https://periodicos.ufsc.br/index.php/fisica/article/view/91707/54997info:eu-repo/semantics/openAccessLucchese, Márcia Maria Britto Corrêa de Oliveira, Marilia Salomão de Freitas, Diana Paula 2023-12-14T14:57:25Zoai:periodicos.ufsc.br:article/91707Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2023-12-14T14:57:25Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics
Rubricas Pedagógicas Analíticas: um instrumento de avaliação continuada no Ensino de Física
title Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics
spellingShingle Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics
Lucchese, Márcia Maria
Avaliação
Rubricas Pedagógicas
Ensino-aprendizagem
Energia
Evaluation
Pedagogical Rubrics
Teaching-learning
Energy
title_short Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics
title_full Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics
title_fullStr Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics
title_full_unstemmed Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics
title_sort Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics
dc.creator.none.fl_str_mv Lucchese, Márcia Maria
Britto Corrêa de Oliveira, Marilia
Salomão de Freitas, Diana Paula
author Lucchese, Márcia Maria
author_facet Lucchese, Márcia Maria
Britto Corrêa de Oliveira, Marilia
Salomão de Freitas, Diana Paula
author_role author
author2 Britto Corrêa de Oliveira, Marilia
Salomão de Freitas, Diana Paula
author2_role author
author
dc.subject.por.fl_str_mv Avaliação
Rubricas Pedagógicas
Ensino-aprendizagem
Energia
Evaluation
Pedagogical Rubrics
Teaching-learning
Energy
topic Avaliação
Rubricas Pedagógicas
Ensino-aprendizagem
Energia
Evaluation
Pedagogical Rubrics
Teaching-learning
Energy
description This paper discusses the importance of formative and continuous assessment in the teaching-learning process in high school Physics classes, presenting pedagogical rubrics as instruments that, based on objectives, criteria and categories, make it possible to highlight what the teacher expects from students , in addition to identifying their learning on content or tasks and promoting self-assessment. The pedagogical rubrics were built and implemented in a 3rd year high school class, in Physics classes, based on a sequence of activities developed for a significant critical learning that sought to teach about energy and its transformations. The research of these activities followed a qualitative approach and the assessment instruments were the pedagogical rubrics, developed by the teacher-researcher. The analyzes by analytical pedagogical rubrics showed that new knowledge acquired new meanings for students and previous knowledge acquired greater cognitive stability, that is, the activities were important to re-elaborate the sub-subsectors, to differentiate and integrate them, as proposed by the theory of critical significant learning.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/91707
10.5007/2175-7941.2023.e91707
url https://periodicos.ufsc.br/index.php/fisica/article/view/91707
identifier_str_mv 10.5007/2175-7941.2023.e91707
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/91707/54996
https://periodicos.ufsc.br/index.php/fisica/article/view/91707/54997
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Imprensa Universitária - UFSC
publisher.none.fl_str_mv Imprensa Universitária - UFSC
dc.source.none.fl_str_mv Caderno Brasileiro de Ensino de Física; v. 40 n. 3 (2023): Caderno Brasileiro de Ensino de Física; 502-519
2175-7941
1677-2334
reponame:Caderno Brasileiro de Ensino de Física (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Caderno Brasileiro de Ensino de Física (Online)
collection Caderno Brasileiro de Ensino de Física (Online)
repository.name.fl_str_mv Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com
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score 15,301603

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