Resumo

SILVA, José Luis P. B.  e  MORADILLO, Edilson Fortuna de. SCIENCES TEACHING, LEARNING AND EVALUATION. Ens. Pesqui. Educ. Ciênc. [online]. 2002, vol.4, n.1, pp.25-36. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172002040103.

Teaching/learning evaluation at school is discussed as collaboration between teachers and pupils during scientific knowledge searching in their everyday activities. Based on a dialectic conception of knowledge, we reject the mere grading evaluation which is habitually done at schools and suggest that the critical thinking should play the central role in teacher-pupil-knowledge interaction. Therefore, evaluation should focus on the construction dynamics of meanings. Experiments of this evaluation concept with the teaching of university chemistry have led to some good results: more participation of the students during classes, more and better critical thinking, and thus a more effective teaching. The major difficulty found was to break the tie established by pupils between class activities and grading, since they are conditioned by a classification type of evaluation.

Palavras-chave : science teaching; school evaluation; dialectic conception of knowledge..

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