Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in biology at high school (2023)
- Authors:
- USP affiliated authors: RODRIGUES JUNIOR, DURVAL - EEL ; RODRIGUES, RITA DE CÁSSIA LACERDA BRAMBILLA - EEL ; CARVALHO, ANA CAROLINA DE OLIVEIRA - BIOTECNOLOGIA
- Unidades: EEL; BIOTECNOLOGIA
- DOI: 10.1016/j.evalprogplan.2022.102155
- Assunto: MAPAS CONCEITUAIS
- Keywords: Concept maps; Meaningful learning; Hermeneutic-dialectic circle; Hofstede's cultural dimensions; Fourth-generation assessment
- Agências de fomento:
- Language: Inglês
- Abstract: The learning process for a Biology topic regarding organisms and animal kingdom diversity was investigated through an innovative Interactive Didactic Sequence (IDS) which integrated the idea of “concept maps” with the Hermeneutic-Dialectic Circle (HDC). HDC is a tool for data collection and a reference for pluralist-constructivist thinking, considered a form of fourth-generation evaluation. Hofstede's cultural dimensions were also integrated into the investigation in order to facilitate mediation in an evaluative context. Students' performances (N = 25) from a São Paulo-Brazil public school were statistically evaluated. Their cultural profile was determined via the Hofstede Value Survey Model 1994 questionnaire. The elaborative process of arranging concept maps was individual (CM-individual) and integrated with HDC in groups (CM-HDC). Concept map assessment methods were based off existing literature. An improvement in students' performances (p < 0.05) that presented concept maps integrated to HDC in a more complex structure when compared to individually-built maps was observed. Employment of HDC helped form motivational/interactive dialogues between students and teachers, which, in turn, assisted in achieving greater learning through the use of concept maps. The application of the fourth-generation evaluation was improved via knowledge regarding students' cultural profiles.
- Imprenta:
- Publisher: Elsevier
- Publisher place: Napoli - It
- Date published: 2023
- Source:
- Título do periódico: Evaluation and program planning
- ISSN: 0149-7189
- Volume/Número/Paginação/Ano: v.96, p.1-10, art. 102155, 2023
- Este periódico é de assinatura
- Este artigo NÃO é de acesso aberto
- Cor do Acesso Aberto: closed
-
ABNT
LIGABO, Matheus et al. Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in biology at high school. Evaluation and program planning, v. 96, p. 1-10, 2023Tradução . . Disponível em: https://doi.org/10.1016/j.evalprogplan.2022.102155. Acesso em: 02 jun. 2024. -
APA
Ligabo, M., Silva, F. C., Carvalho, A. C. da S. A., Rodrigues Jr, D., & Rodrigues, R. de C. L. B. (2023). Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in biology at high school. Evaluation and program planning, 96, 1-10. doi:10.1016/j.evalprogplan.2022.102155 -
NLM
Ligabo M, Silva FC, Carvalho AC da SA, Rodrigues Jr D, Rodrigues R de CLB. Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in biology at high school [Internet]. Evaluation and program planning. 2023 ;96 1-10.[citado 2024 jun. 02 ] Available from: https://doi.org/10.1016/j.evalprogplan.2022.102155 -
Vancouver
Ligabo M, Silva FC, Carvalho AC da SA, Rodrigues Jr D, Rodrigues R de CLB. Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in biology at high school [Internet]. Evaluation and program planning. 2023 ;96 1-10.[citado 2024 jun. 02 ] Available from: https://doi.org/10.1016/j.evalprogplan.2022.102155 - Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in Biology at high school
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Informações sobre o DOI: 10.1016/j.evalprogplan.2022.102155 (Fonte: oaDOI API)
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