La evaluación como componente de análisis del conocimiento didáctico del contenido en el caso del campo eléctrico

• Autores: Lina Viviana Melo Niño, Florentina Cañada Cañada, Vicente Mellado Jiménez, Mabel Díaz, David Melo
• Localización: Campo abierto: Revista de educación, ISSN 0213-9529, Vol. 32, Nº 2, 2013, págs. 173-192
• Idioma: español
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• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Estudio de caso centrado en la evaluación de una profesora de física de bachillerato, abordado desde tres niveles: declarativo, diseño y acción. Se analizan siete ámbitos de estudio: finalidad, objeto, participantes, tipo, instrumentos y técnicas, diseño y organización y calificación. Los resultados sugirieron que la tendencia tradicional es la predominante en los tres niveles. Sin embargo, a nivel declarativo no hay una tendencia definida. La descripción que la profesora da sobre la evaluación presenta diferentes propósitos, describe una evaluación de carácter formativo que evalúa no sólo contenidos sino habilidades.

  • English

    We describe a case study focused on the evaluation of a high school physics teacher mean while she teaches on electric field from three levels: declarative, design and action We analyze seven fields of study taking as a reference the traditional pedagogical models or those focused on the teacher, one intermediate and the other constructivist or focused on the student. The fields were: (1) purpose , (2) evaluation subject, (3) who are involved in the assessment , (4) assessment type, (5) assessment tools and techniques, (5) design and organization of the assessments; and (7) qualification. The results suggested that the traditional tendency is the predominant one in all three levels. However, in the declarative level there is not a definite trend when we analyze for content (charge, electric force and force line and intensity of the electric field). The description given by the teacher on assessment presents different purposes. On the one hand, she describes the formative character on assessment, where she evaluates not only content but also abilities. On the other hand, she describes an assessment as institutional requirement and social need. The problem is that although she considers the evaluation is to be modified, she does not find the formula to do that.