WHAT ARE THE MAIN EVALUATION ASPECTS USED BY TEACHERS IN THEEVALUATION ACTIVITIES IN THE EXPERIMENTATION

Abstract

This research project aimed to analyze the conceptions and practices evaluations in experimental activities developed in high schools by teachers who teach the discipline of chemistry and its relationship with the learning of concept in the area. The research was qualitative in nature and its field of research was schools in the State Public Network. The research subjects were the professors who teach Chemistry classes in high school at these schools. The instruments used were semi- structured interviews with teachers participating in the research. After our research, we observe that experimentation is part of chemistry, but many teachers do not perform experimental practices in their classes or when they perform, the form of assessment, often, it does not dialogue with the teaching proposal, in addition, the teachers who teach chemistry classes are not trained in the chemistry area. It is noteworthy, in this discussion, that the teachers who teach high school chemistry classes do not perform activities experimental because schools do not get an equipped laboratory, as they do not consider other forms of experimental classes, without the use of laboratories. it is expected that the research can contribute to the discussion about assessment in experimental classes in chemistry teaching. It is hoped that the research can contribute to the discussion about the assessment in the teaching of chemistry and its relationship with concept learning.