Navegando por Autor "ARMSTRONG, Sandy Evelin Santos"

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    Produto educacional
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    Autoavaliação da aprendizagem e axiologia na formação inicial de professores de biologia
    (Universidade Estadual do Norte do Paraná, 2026) ARMSTRONG, Sandy Evelin Santos; Lucas, Lucken Bueno
    This master's research, within the Teaching Area, investigated axiological contingents expressed in the context of the initial training of Biology teachers. Axiology (Philosophy of Values) studies the human capacity to make value judgments through a complex evaluation process inherent to cognition. In this sense, the assessment of learning is seen as an inseparable process from values; therefore, in the educational field, it is crucial that the teacher develops an axiological awareness to conduct ethical assessments, recognizing the influence of their own values. In addition, promoting self regulation of learning is of great importance for this process, and for that, self assessment proves to be imperative, enabling the student to critically reflect on their learning. However, the initial training of teachers often lacks the integration between pedagogical and content knowledge, and a deepening in evaluative concepts, which negatively impacts the teacher's ability to apply axiological knowledge and foster self regulation of learning. Thus, this dissertation proposes a qualitative study, with data collection via questionnaires with the general objective of “Investigating possible axiological contingents involved in the initial training process of Biology teachers, based on the study of self-assessment of learning.” The research provided an intervention with the participants, students of a Bachelor's degree in Biological Sciences at a public university in the State of Paraná, operationalized through a professional training course. Throughout the intervention, the students answered questionnaires, whose responses were analyzed through an Axiological-Analytical Instrument. The results indicated that, at the beginning of the training, traditional assessment concepts predominated, focused on the verification of results and the assignment of grades. After the first module, there was an expansion of the theoretical foundation, with an emphasis on the ethical dimension, assessment coherence, and the construction of the assessment process. In the final phase of the course, self assessment came to be understood by the participants as part of teaching and learning, associated with the student's autonomy and critical reflection. Learning self regulation was also understood as a continuous process, linked to self-assessment and teaching practice.
  • Imagem de Miniatura
    Dissertação
    Acesso aberto (Open Access)
    Avaliação na formação inicial de professores de biologia
    (Universidade Estadual do Norte do Paraná, 2026) ARMSTRONG, Sandy Evelin Santos; Lucas, Lucken Bueno
    This master's research, within the Teaching Area, investigated axiological contingents expressed in the context of the initial training of Biology teachers. Axiology (Philosophy of Values) studies the human capacity to make value judgments through a complex evaluation process inherent to cognition. In this sense, the assessment of learning is seen as an inseparable process from values; therefore, in the educational field, it is crucial that the teacher develops an axiological awareness to conduct ethical assessments, recognizing the influence of their own values. In addition, promoting selfregulation of learning is of great importance for this process, and for that, selfassessment proves to be imperative, enabling the student to critically reflect on their learning. However, the initial training of teachers often lacks the integration between pedagogical and content knowledge, and a deepening in evaluative concepts, which negatively impacts the teacher's ability to apply axiological knowledge and foster selfregulation of learning. Thus, this dissertation proposes a qualitative study, with data collection via questionnaires with the general objective of “Investigating possible axiological contingents involved in the initial training process of Biology teachers, based on the study of self-assessment of learning.” The research provided an intervention with the participants, students of a Bachelor's degree in Biological Sciences at a public university in the State of Paraná, operationalized through a professional training course. Throughout the intervention, the students answered questionnaires, whose responses were analyzed through an Axiological-Analytical Instrument. The results indicated that, at the beginning of the training, traditional assessment concepts predominated, focused on the verification of results and the assignment of grades. After the first module, there was an expansion of the theoretical foundation, with an emphasis on the ethical dimension, assessment coherence, and the construction of the assessment process. In the final phase of the course, selfassessment came to be understood by the participants as part of teaching and learning, associated with the student's autonomy and critical reflection. Learning selfregulation was also understood as a continuous process, linked to self-assessment and teaching practice.