Abstract
Objectives: To propose and systematize an alternative assessment for 4 disciplinary areas that link the theoretical - practical character of a training program addressed to electronics, technology and computer science teachers. Methods: A descriptive study was used as methodology in this work. In that way, the instruments used to collect information are data formats and reports submitted by the students who belong to the areas of study. The information collected is qualitative. The systematization considered the alternatives of assessment used by teachers in the areas of Electronic Design, Digital Design, Circuit Analysis and Mechanical Physics. Findings: The proposed assessment option for these areas, involves three training sections: 1. The theoretical orientation which is mediated by questions that guide the student learning process, 2. Some virtual laboratory practices are proposed to connect the theoretical orientation. These practices are supported with new guiding questions, giving depth to the topics in development. 3. The real laboratory, which complements the theoretical and the virtual laboratory. Each laboratory activity is supported with new questions that guide the learning process and return to the items which are expected to be discovered by the student in the two previous activities. Application: To articulate the activities, a methodology of teaching by oriented research is used. This type of research is strengthened under the guidance of the learning. This orientation is mainly done throughout questions that are originated in each activity for the areas and the topics proposed in the research. It is important to highlight that the results can be generalized in other areas that keep relation with the investigation, as well as to other fields and disciplines related to the engineering. Keywords: Assessment Practices, Education, Electronics Teaching, Learning, Teaching Strategies
Highlights
The treatment and the intentions of the evaluative activity in the classroom, a few times, is subjected to the reflection and analysis as it has been cataloged as a symbolic act that plays the role of facilitator for the knowledge measurement, abilities, skills and on many occasions, learning opportunities[1,2]
Each laboratory activity is supported with new questions that guide the learning process and return to the items which are expected to be discovered by the student in the two previous activities
It is intended to identify how these experiences contribute to the structuring and generation of knowledge itself, a Systematization of an Assessment Proposal in Theoretical - Practical Subjects for a Teachers’ Training Program in Electronics, Technology and Computer Science process that is based on a feedback model in which the teacher plays a predominant role, which claims that the individual achieves his goals by correcting and analyzing their own mistakes in the teaching-learning processes[4,5,6]
Summary
The treatment and the intentions of the evaluative activity in the classroom, a few times, is subjected to the reflection and analysis as it has been cataloged as a symbolic act that plays the role of facilitator for the knowledge measurement, abilities, skills and on many occasions, learning opportunities[1,2]. A study that links the learning assessment and improves the processes of teaching the learning leads us to reflect on the evaluative activity. It is of vital importance to give meaning again to the evaluative practice, claim it as a concerted process where each one of the experiences of the student and the teacher are involved[3]. It is intended to identify how these experiences contribute to the structuring and generation of knowledge itself, a Systematization of an Assessment Proposal in Theoretical - Practical Subjects for a Teachers’ Training Program in Electronics, Technology and Computer Science process that is based on a feedback model in which the teacher plays a predominant role, which claims that the individual achieves his goals by correcting and analyzing their own mistakes in the teaching-learning processes[4,5,6]
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