A avaliação da aprendizagem nas sequências didáticas por investigação no ensino de Ciências: a percepção dos estudantes do Programa Residência Pedagógica, Subprojeto de Biologia

Abstract

The assessment of learning is intrinsically connected to teaching and learning approaches, encompassing various typologies, tools, and procedures to ensure a continuous and formative process for students. Recognized as a practice of paramount importance alongside the teaching and learning process, learning assessment is integrated into all pedagogical moments, including methodologies such as investigative didactic sequences in science teaching. Through participation in the 2022-2024 Biology Subproject of the Pedagogical Residency Program, where investigative didactic sequences were applied, questions arose about how learning assessment is being conducted and the challenges and opportunities encountered by the residents. Thus, this research aims to analyze how learning assessment is applied in investigative didactic sequences within science teaching, as part of the Pedagogical Residency Program Biology Subproject. The study employed qualitative research methods, using questionnaires to gather residents' perceptions. The findings revealed residents’ evaluative practices, their understanding of assessment, and discussions on challenges and opportunities in applying investigative didactic sequences. Consequently, the data indicate that the role of learning assessment in investigative didactic sequences aligns with formative and continuous evaluative practices. However, the results also highlight a gap between theoretical choices and evaluative practices during the application of these sequences.