首页> 外文OA文献 >Conceptual Maps And Formative Evaluation: Drawing Relationships [mapas Conceituais E Avaliação Formativa: Tecendo Aproximações]
【2h】

Conceptual Maps And Formative Evaluation: Drawing Relationships [mapas Conceituais E Avaliação Formativa: Tecendo Aproximações]

机译:概念图和形成性评价:绘图关系[概念图和形成性评价:编织方法]

代理获取
本网站仅为用户提供外文OA文献查询和代理获取服务,本网站没有原文。下单后我们将采用程序或人工为您竭诚获取高质量的原文,但由于OA文献来源多样且变更频繁,仍可能出现获取不到、文献不完整或与标题不符等情况,如果获取不到我们将提供退款服务。请知悉。

摘要

Having formative evaluation as its backdrop, and significant learning as its possible horizon, the text aims at exposing conceptual maps as a particularly relevant tool for formative purposes, due to its positive influence on the regulation of teaching and to the self-regulation of learning, and pertinent as a teaching/learning strategy. Revisiting the theoretical framework related to this theme made it possible: (a) to contemplate the usefulness of conceptual maps - used as a teaching and/or evaluating strategy - under different perspectives: that of one who teaches/evaluates, and that of one who learns/is evaluated; (b) to weigh how much making use of conceptual maps means creating alternatives for the organization of knowledge through educative experiences that stimulates not only reflection and the search for understanding and deep processing of information, but also the development of self-regulation, of meta-cognition and of the learning to learn; (c) to rethink the importance of the means employed to evaluate the learning, which cannot be just any means, but those that favor the clear perception of the learning already built as well as of those still under construction, guiding and promoting development activities; and (d) attributing a new meaning to the task of teaching to learn, understood as a constant support in the creation of knowledge through the disclosure of the reasons underlying the difficulties to be overcome.
机译:该文本以形成性评价为背景,以丰富的学习为可能,因此旨在将概念图作为形成性目的特别有用的工具,因为它对教学的调节和学习的自我调节具有积极的影响,并作为教学策略。回顾与该主题相关的理论框架,有可能:(a)在不同的观点下考虑用作教学和/或评估策略的概念图的有用性:一个教授/评估的人,以及一个进行评估的人学习/被评估; (b)权衡使用概念图的程度意味着通过教育经验为知识的组织创造替代方案,这不仅会激发思考和对信息的理解和深入处理的探索,而且会激发元数据的自我调节-对学习的认识和学习; (c)重新考虑用于评估学习的手段的重要性,它不能仅仅是任何手段,而是那些支持对已经建立的学习以及正在建设,指导和促进发展活动的学习有清晰认识的手段; (d)为学习教学的任务赋予新的含义,这被理解为通过揭示要克服的困难背后的原因而对知识创造的不断支持。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
代理获取

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号