Resolução de problemas e avaliação conceitual: uma experiência no ensino de função afim
This work had as its main objective to apply a Teaching-Learning-Assessment Methodology which uses a Problem-Solving Approach to teach linear function to a group of first-year high school students. This methodology was applied in order to present to these students an experience with a new way of lea...
| Autor principal: | Mello, Adalgisa Loureiro de |
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| Formato: | Dissertação |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2018
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/3343 |
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| Resumo: |
This work had as its main objective to apply a Teaching-Learning-Assessment Methodology which uses a Problem-Solving Approach to teach linear function to a group of first-year high school students. This methodology was applied in order to present to these students an experience with a new way of learning and teaching that would be different from what is usually offered to them. Therefore, an adaptation of Onuchic and Allevato’s (2011) proposal was made, compacting the proposal’s ten steps to four. The proposal application was carried out with 43 first-year students from Technical High School in Legal Services at IFPR (Paraná Federal Institute of Education, Science and Technology) - Campus Palmas, and it is important to tell that researcher-teacher was not part of this grade teacher’s staff. The research was qualitative and tried to verify what was the students’ perception about the classes progress, besides analyzing the content’s comprehension level reached by them, and stablishing parameters to understand the evaluation process in a more comprehensive way. The collected data were analyzed according to the triangulation of methods, and the obtained results showed that the students engaged to the researcher-teacher’s teaching approach in a positive way. Regarding the learning aspect, we can say it was satisfactory, considering that the group was exposed to the new methodology only once. Regarding evaluation, it is possible to say that the students were being evaluated during the whole process, because an “evaluation sheet” was used as a resource to monitor the students carefully, aiming that the evaluation process would become really processual and formative, as the IFPR’s local political pedagogical project suggests. The evaluation process was one of the strongest aspects of our proposal. The researcher-teacher and the great majority students’ change of posture towards the proposed methodology was visible, including a new perception about teaching and learning from the students and the researcher-teacher herself. The students also began to relate to the knowledge in a much more rewarding and responsible way, which is a primordial point to instigate their search for knowledge and autonomy. In consonance with the work progress, the results were surprising and motivating. |
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