Artigo de periodico

Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in Biology at high school (2022)

• Authors:
  • Carvalho, Ana Carolina da Silva Antunes
  • Ligabo, Matheus
  • Silva, Fabiana Carvalho
  • Rodrigues Jr., Durval
  • Rodrigues, Rita de Cássia Lacerda Brambilla
• USP affiliated authors: RODRIGUES JUNIOR, DURVAL - EEL ; RODRIGUES, RITA DE CÁSSIA LACERDA BRAMBILLA - EEL
• Unidade: EEL
• DOI: 10.1016/j.evalprogplan.2022.102155
• Subjects: BIOTECNOLOGIA; MAPAS CONCEITUAIS
• Keywords: Hermeneutic-dialectic circle; Hofstede’s cultural dimensions; Concept maps; Fourth-generation assessment; Meaningful learning
• Agências de fomento:
  • Financiamento CAPES
• 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 Sao ˜ 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 fourthgeneration evaluation was improved via knowledge regarding students’ cultural profiles.
• Imprenta:
  • Publisher: Elsevier
  • Date published: 2022
• Source:
  • Título: Evaluation and program planning
  • ISSN: 01497189
  • Volume/Número/Paginação/Ano: v.96, p.102155-, 2022

Informações sobre o DOI: 10.1016/j.evalprogplan.2022.102155 (Fonte: oaDOI API)
• Este periódico é de assinatura
• Este artigo NÃO é de acesso aberto
  
• Cor do Acesso Aberto: closed

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How to cite

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• ABNT

  CARVALHO, Ana Carolina da Silva Antunes 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. 102155-, 2022Tradução . . Disponível em: https://doi.org/10.1016/j.evalprogplan.2022.102155. Acesso em: 28 dez. 2025.

• APA

  Carvalho, A. C. da S. A., Ligabo, M., Silva, F. C., Rodrigues Jr., D., & Rodrigues, R. de C. L. B. (2022). Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in Biology at high school. Evaluation and program planning, 96, 102155-. doi:10.1016/j.evalprogplan.2022.102155

• NLM

  Carvalho AC da SA, Ligabo M, Silva FC, 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. 2022 ;96 102155-.[citado 2025 dez. 28 ] Available from: https://doi.org/10.1016/j.evalprogplan.2022.102155

• Vancouver

  Carvalho AC da SA, Ligabo M, Silva FC, 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. 2022 ;96 102155-.[citado 2025 dez. 28 ] Available from: https://doi.org/10.1016/j.evalprogplan.2022.102155

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