Avaliação formativa e aprendizagem significativa no ensino de ciências : um encontro que transforma o saber

• Ano de defesa: 2025
• Autor(a) principal: Silva, Rosana Dias da
• Orientador(a): Carvalho, Plauto Simão de
• Banca de defesa: Carvalho, Plauto Simão de, Miranda, Sabrina do Couto, Cerdas, Eliane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Stricto sensu Mestrado Profissional em Ensino de Ciências (PPEC)
• Departamento: UEG ::Coordenação de Mestrado Profissional em Ensino de Ciências
• País: Brasil
• Palavras-chave em Português: Avaliação formativa; Aprendizagem significativa; Ensino de ciências
• Palavras-chave em Inglês: Formative Assessment; Meaningful learning; Science teaching
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1900

The dissertation analyzes the challenges and strategies of assessment in science education, highlighting the role of formative assessment in promoting meaningful learning. It criticizes the traditional model centered on memorization and advocates an approach that values the integration of new knowledge with prior knowledge. The research also highlights the gap between the theory and practice of formative assessment, pointing to the need to overcome the limitations that reduce it to simple testing. The dissertation, therefore, seeks to answer the central question: how do formative assessment strategies promote meaningful learning in science education for the final years of elementary school? The research offers insights for improving pedagogical practices, highlighting ways for assessment to cease being a classificatory tool and instead strengthen the teaching-learning process. Chapter 1 discusses the evolution of educational assessment, advocating its redirection as an integrative practice. Chapter 2 presents a systematic review of the literature, which highlights the scarcity of studies on assessment strategies in science education and emphasizes the potential of formative practices to stimulate student protagonism. Chapter 3 analyzes the SEDUC-GO assessment guidelines for 2024 and data obtained from teachers in the Itumbiara State Network, revealing challenges and possibilities for consolidating a more meaningful assessment culture. Chapter 4 describes the research's Educational Product: an interactive Digital Guide for continuing teacher training, which proposes formative assessment strategies combined with meaningful learning and professional development for teachers.