Abstract:
Experimentation presents significant contributions to the teaching of Chemistry, but it is not possible to innovate in teaching if its evaluation follows traditional, quantitative and classificatory models. Thus, this study seeks to analyze the evaluative process experienced in experimental classes by Chemistry teachers of Integrated High School of the Federal Institute of Pernambuco - IFPE Vitória Campus. Thus, we organized the research methodology as a Kellyan Experience Cycle and we based the analysis of the data on Generations of Assessment proposed by Guba and Lincoln. At the end of our research, the subjects of the sample were able to review their conceptions of evaluation. Some of them presented concepts and innovative practices, the characteristics of a Fourth Generation evaluation, and others teachers presented a practice some way from the Fourth Generation, and others, after having the experience, were able to get a little closer with indicators related to the perspective of mediating evaluation.
Keywords:
Chemistry teaching; High School; Experimentation; Learning evaluation