O uso das TICs na avaliação: uma proposta de formação inicial de professores de ciências.
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Data
2021-03-01
Autores
Pinto, Giuliano Scombatti
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Universidade Estadual Paulista (Unesp)
Resumo
Na sociedade contemporânea, as Tecnologias da Informação e Comunicação (TICs) proporcionam novas possibilidades de interação, estudo e trabalho. Na dimensão educacional, os docentes podem utilizar tais recursos para elaborar aulas mais integradas e direcionadas a realidade dos discentes, além do fato das TICs permitirem um gerenciamento mais eficiente das atividades desenvolvidas em uma sala de aula no decorrer do semestre. No entanto, muitos professores da contemporaneidade não utilizam as TICs de modo efetivo em suas aulas, bem como estudos demonstram que esta temática ainda não é abordada de uma forma suficiente nos cursos de formação. Desse modo, é importante que existam processos formativos que proporcionem aos docentes, reflexões e aprofundamentos sobre recursos tecnológicos recentes direcionados a prática educativa. Assim, o objetivo do presente estudo foi realizar uma análise dos efeitos de uma proposta de formação inicial de professores de Ciências sobre o uso das TICs no processo de avaliação da aprendizagem. Inicialmente, efetuou-se uma pesquisa bibliográfica em trabalhos científicos relacionados ao tema para o desenvolvimento de todo o arcabouço teórico necessário. Em seguida, realizou-se um planejamento para todo o processo formativo e atividades relacionadas. Os dados foram coletados na disciplina “Prática de Ensino e Estágio Supervisionado em Ciências”, do curso de Licenciatura em Ciências Biológicas de uma universidade pública do interior do estado de São Paulo. Para tanto, a pesquisa de caráter qualitativo foi dividida em cinco etapas e envolveu o uso de questionários, gravações em vídeo, observações, diário de campo e análise de documentos. Na primeira etapa, efetuou-se um levantamento de conhecimentos prévios dos estudantes por intermédio de um questionário, que teve como objetivo, investigar as concepções dos mesmos sobre a avaliação da aprendizagem e o uso das TICs. Na segunda etapa, realizou-se o processo de formação inicial com os envolvidos, que foi direcionada ao ato avaliativo e ao uso das tecnologias da informação e comunicação na prática docente. A ferramenta Google Sala de Aula foi apresentada como um recurso que facilita as atividades de ensino, aprendizagem e avaliação. Na terceira etapa, foram realizados acompanhamentos e observações dos alunos no decorrer da disciplina, uma vez que as TICs foram amplamente utilizadas na mesma e durante os estágios. Portanto, os dados dos relatórios de observação nas instituições, planos de regência e relatórios finais entregues pelos discentes durante o estágio foram considerados. Na quarta etapa, um novo questionário foi respondido pelos participantes do estudo no final do processo de formação, para que os possíveis efeitos da proposta fossem analisados de modo a identificar se houve mudança nas concepções dos participantes no que se refere a avaliação e ao uso das TICs. Na última fase, efetuou-se a análise dos dados com base na análise de conteúdo. Os dados apontaram que os participantes tinham um conhecimento prévio diferenciado em relação aos temas abordados, posto que muitos evidenciaram a utilização de diversas estratégias avaliativas e conheciam recursos tecnológicos direcionados a educação, como é o caso do Google Sala de Aula. No processo formativo, constatou-se a relevância que a avaliação tem para promover a aprendizagem e fornecer todos os subsídios necessários para o docente refletir sobre a própria prática e adequá-la aos alunos, bem como as TICs podem contribuir nesse processo, principalmente por meio da gestão das atividades avaliativas no que concerne a organização, compartilhamento, interação, entrega, correção e devolutiva. Com base nas análises gerais dos resultados, concluiu-se que há evidências de que o processo formativo contribuiu para aprendizagem dos estudantes, posto que muitos utilizaram diversas estratégias avaliativas durante os estágios, bem como usaram amplamente as TICs para subsidiar tal processo.
In contemporary society, Information and Communication Technologies (ICTs) provide new possibilities for interaction, study and work. In the educational dimension, teachers can use these resources to develop more integrated classes that are geared to the students' reality, in addition to the fact that ICTs allow a more efficient management of activities developed in a classroom throughout the semester. However, many contemporary teachers do not use ICTs effectively in their classes, as well as studies show that this topic is not yet sufficiently addressed in teacher training courses. Thus, it is important that there are teacher training processes that provide teachers with reflections and insights on recent technological resources aimed at educational practice. Thus, the objective of the present study was to carry out an analysis of the effects of a proposal for the initial training of science teachers on the use of ICTs in the learning assessment process. Initially, a bibliographic research was carried out on scientific works related to the theme for the development of all the necessary theoretical framework. Then, there was a planning for the entire training process and related activities. The data were collected in the discipline "Teaching Practice and Supervised Internship in Sciences", from the Biological Sciences Degree course at a public university in the state of São Paulo. For this purpose, the qualitative research was divided into five stages and involved the use of questionnaires, video recordings, observations, field diaries and document analysis. In the first stage, a survey of students' previous knowledge was carried out through a questionnaire, which aimed to investigate their conceptions about the assessment of learning and the use of ICTs. In the second stage, the initial training process was carried out with those involved, which was directed towards the evaluation and the use of information and communication technologies in teaching practice. The Google Classroom tool was presented as a resource that facilitates teaching, learning and assessment activities. In the third stage, students were monitored and observed during the course, since ICTs were widely used in the course and during internships. Therefore, the data from the observation reports in the institutions, management plans and final reports delivered by the students during the internship were considered. In the fourth stage, a new questionnaire was answered by the study participants at the end of the training process, so that the possible effects of the proposal could be analyzed, in order to identify whether there was a change in the participants' conceptions regarding the evaluation and use of ICTs. In the last phase, data analysis was performed based on content analysis. The data showed that the participants had differentiated prior knowledge in relation to the topics covered, since many of them evidenced the use of different evaluation strategies and knew technological resources directed to education, as is the case of the Google Classroom. In the formative process, it was found the relevance that the evaluation has to promote learning and provide all the necessary subsidies for the teacher to reflect on his own practice and adapt it to the students, as well as the ICTs can contribute in this process, mainly through management of evaluative activities with regard to organization, sharing, interaction, delivery, correction and feedback. Based on the general analysis of the results, it was concluded that there is evidence that the teacher training process contributed to the students' learning, since many used several evaluation strategies during the internships, as well as widely used ICTs to support this process.
In contemporary society, Information and Communication Technologies (ICTs) provide new possibilities for interaction, study and work. In the educational dimension, teachers can use these resources to develop more integrated classes that are geared to the students' reality, in addition to the fact that ICTs allow a more efficient management of activities developed in a classroom throughout the semester. However, many contemporary teachers do not use ICTs effectively in their classes, as well as studies show that this topic is not yet sufficiently addressed in teacher training courses. Thus, it is important that there are teacher training processes that provide teachers with reflections and insights on recent technological resources aimed at educational practice. Thus, the objective of the present study was to carry out an analysis of the effects of a proposal for the initial training of science teachers on the use of ICTs in the learning assessment process. Initially, a bibliographic research was carried out on scientific works related to the theme for the development of all the necessary theoretical framework. Then, there was a planning for the entire training process and related activities. The data were collected in the discipline "Teaching Practice and Supervised Internship in Sciences", from the Biological Sciences Degree course at a public university in the state of São Paulo. For this purpose, the qualitative research was divided into five stages and involved the use of questionnaires, video recordings, observations, field diaries and document analysis. In the first stage, a survey of students' previous knowledge was carried out through a questionnaire, which aimed to investigate their conceptions about the assessment of learning and the use of ICTs. In the second stage, the initial training process was carried out with those involved, which was directed towards the evaluation and the use of information and communication technologies in teaching practice. The Google Classroom tool was presented as a resource that facilitates teaching, learning and assessment activities. In the third stage, students were monitored and observed during the course, since ICTs were widely used in the course and during internships. Therefore, the data from the observation reports in the institutions, management plans and final reports delivered by the students during the internship were considered. In the fourth stage, a new questionnaire was answered by the study participants at the end of the training process, so that the possible effects of the proposal could be analyzed, in order to identify whether there was a change in the participants' conceptions regarding the evaluation and use of ICTs. In the last phase, data analysis was performed based on content analysis. The data showed that the participants had differentiated prior knowledge in relation to the topics covered, since many of them evidenced the use of different evaluation strategies and knew technological resources directed to education, as is the case of the Google Classroom. In the formative process, it was found the relevance that the evaluation has to promote learning and provide all the necessary subsidies for the teacher to reflect on his own practice and adapt it to the students, as well as the ICTs can contribute in this process, mainly through management of evaluative activities with regard to organization, sharing, interaction, delivery, correction and feedback. Based on the general analysis of the results, it was concluded that there is evidence that the teacher training process contributed to the students' learning, since many used several evaluation strategies during the internships, as well as widely used ICTs to support this process.
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Palavras-chave
Ensino, Tecnologias de informação e comunicação, Avaliação, Formação de professores