O uso do portfólio no ensino de ciências

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???dc.contributor.advisor???: dc.contributor.advisorPorcu, Ornella Maria-
Autor(es): dc.contributor.authorPionkoski, Eliane-
Data de aceite: dc.date.accessioned2014-10-06T18:45:34Z-
Data de aceite: dc.date.accessioned2017-03-17T14:39:02Z-
Data de disponibilização: dc.date.available2014-10-06T18:45:34Z-
Data de disponibilização: dc.date.available2017-03-17T14:39:02Z-
Data de envio: dc.date.issued2014-10-06-
Fonte completa do material: dc.identifierhttp://repositorio.roca.utfpr.edu.br/jspui/handle/1/2538-
???dc.identifier.citation???: dc.identifier.citationELIANE, Pionkoski. O uso do portfólio no ensino de ciências. 2011. 30 f. Trabalho de Conclusão de Curso (Especialização) – Universidade Tecnológica Federal do Paraná, Foz do Iguaçu, 2011.pt_BR
Fonte: dc.identifier.urihttp://www.educapes.capes.gov.br/handlecapes/170492-
Resumo: dc.description.abstractThis work had as its theme the use of portfolio in science education, providing educational opportunity in which the student may be critical to the development of your portfolio, this proposal is innovative, is a highly developed system of records on education, its purpose to monitor the student to analyze the acquired knowledge, seeks to eliminate authoritarian assessment and establish a new educational organization, is used as a tool that facilitates the process of teaching and learning throughout the school, the property has to weigh on the improvement and quality of student learning, and this provides insert reworkings of the teaching process to the success of the learning process. It should be noted that the portfolio is not a substitute for traditional evidence. Changing the culture of evaluation is a long, slow and collective. Thus, a study was conducted with 16 students in the field of science, which stayed in "ultimate recovery" the 8th grade in the State College George Schimmelpfeng. In this recovery process, gave up teaching and some expository dialogue sections and the achievement of the research portfolio has been divided into seven activities on the content: The Atom, Early theories about the atom, changes the model of the atom, Rutherford's model -Bohr, the atomic number and mass Ionic bond, electrons, acids, bases, salts, oxides, 1st law of Newton, 2nd law of Newton and the 3rd law of Newton, ending with an individual assessment (required by school) . It was concluded that the portfolio is a new feature to the teacher, showing the effectiveness of individual skills of students. Thus, it was observed that the students participated actively in this process and new teaching model, perceiving its interactivity with the content and progress in learning.pt_BR
Palavras-chave: dc.subjectAvaliação educacionalpt_BR
Palavras-chave: dc.subjectEnsinopt_BR
Palavras-chave: dc.subjectAprendizagem por atividadespt_BR
Palavras-chave: dc.subjectEducational evaluationpt_BR
Palavras-chave: dc.subjectTeachingpt_BR
Palavras-chave: dc.subjectActive learningpt_BR
Título: dc.titleO uso do portfólio no ensino de ciênciaspt_BR
Tipo de arquivo: dc.typeoutropt_BR
Aparece nas coleções:Repositório Institucional - Rede Paraná ROCA

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