Evidence-Based Learning And Teaching

Barnes, Melissa; Gindidis, Maria; Phillipson, Sivanes

doi:10.4324/9781351129367

Cited by 4 publications

(1 citation statement)

References 12 publications

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“…Por meio desse estudo, constataram que: [...] No início notamos que a questão da avaliação tangenciava a prática pedagógica, mas não era realizada de forma intencional e planejada. Eram realizados registros sobre o desenvolvimento infantil, mas esses não apresentavam relação com as questões pedagógicas e pouco se refletia sobre a interação entre desenvolvimento e aprendizagem (Melissa;Garms;Batista, 2016, p. 2).…”

Section: A Avaliação Na Educação Infantil: Da Regulamentação àS Espec...unclassified

Demandas Do Processo De Avaliação Do Desenvolvimento Integral De Bebês Na Perspectiva De Docentes Da Educação Infantil

Pries,

Zwierewicz,

Oliveira

et al. 2023

Professare

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A avaliação é um processo essencial para o acompanhamento do desenvolvimento infantil e para a tomada de decisões voltadas ao redimensionamento da prática pedagógica. Este artigo apresenta um recorte de uma pesquisa desenvolvida em um mestrado profissional, cujo objetivo é elaborar uma proposta de avaliação para o desenvolvimento integral de bebês. Neste recorte, expõem-se os dados obtidos na primeira etapa de um estudo de caso, mediante a aplicação de um questionário para levantar as demandas indicadas por docentes de um processo de avaliação de bebês em uma instituição municipal de ensino de Santa Catarina. Entre os resultados, foram detectados os critérios utilizados pelos docentes na avaliação, a convergência parcial entre os critérios indicados e os adotados, a utilização de uma documentação pedagógica recomendada para a Educação Infantil no país, a necessidade de rever o instrumento avaliativo e a predisposição dos docentes para contribuir com a melhoria da avaliação dos bebês. Palavras-chaves: Educação Infantil. Avaliação. Bebês. Direitos de aprendizagem e desenvolvimento. Campos de experiência. ABSTRACT Assessment is an essential process in accompanying child development and also in making decisions related to re-defining pedagogical practice. This article presents a cut-out of a research conducted on the professional master´s level, whose purpose is to devise a proposal to assess the full development of babies. Such cut-out has included data collected in the first stage of a case study in which a questionnaire was utilized in order to raise the demands indicated by teachers in baby assessment process in a local educational unit in the state of Santa Catarina. The results have shown the criteria employed by teachers in their assessment, the partial convergence between the criteria indicated and those actually adopted, the use of pedagogical documentation recommended for Child Education in Brazil, the need to review the assessing instrument, and the teachers´ willingness to contributing to improve the assessment of babies. Keywords: Child education. Assessment. Babies. Rights to learning and development. Field of experience.

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Section: A Avaliação Na Educação Infantil: Da Regulamentação àS Espec...unclassified

Demandas Do Processo De Avaliação Do Desenvolvimento Integral De Bebês Na Perspectiva De Docentes Da Educação Infantil

Pries,

Zwierewicz,

Oliveira

et al. 2023

Professare

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Environmental trust? Sustainability and renewables policy and practice in the school years

Buchanan

2021

Curric Perspect

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A Two-Eyed Seeing Teaching and Learning Framework for Science Education

Cirkony

Kenny

Zandvliet

2023

Can. J. Sci. Math. Techn. Educ.

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Worldwide, education jurisdictions are looking for authentic ways to address First Nations perspectives in the K-12 curriculum, including science education. At the same time, there have been ongoing efforts to integrate authentic and engaging approaches to teaching science, including those that are student-centred, inquiry-based, multimodal, and linked to meaningful contexts. Both goals may be realised through the principle of Two-Eyed Seeing (TES), which seeks to integrate the strengths of Indigenous ways of knowing with one eye, and Western ways of knowing with the other eye, for the benefit of all students. This theoretical paper presents a Two-Eyed Seeing for Science Education (TESSE) Framework, which brings together two pedagogical models. One is from a contemporary science perspective, the 5Es representation-rich inquiry approach, which scaffolds authentic student-centred conceptually focused learning experiences. The other is from an Indigenous perspective, the 8 Aboriginal Ways of Learning, which illustrates different ways of knowing—many of which are familiar with First Peoples across the world (e.g., place-based, visual, holistic). The TESSE Framework aims to act as a strengths-based interface between the two knowledge systems to support a culturally responsive approach to teaching and learning science. It is designed to support meaningful connections through curriculum and pedagogy in ways that are contextually relevant to place. Through empirical investigation and in collaboration with local communities, the Framework has the potential to inform current approaches to science education in schools and universities and provide a pathway towards decolonisation and reconciliation.

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Evidence-Based Learning And Teaching

Cited by 4 publications

References 12 publications

Demandas Do Processo De Avaliação Do Desenvolvimento Integral De Bebês Na Perspectiva De Docentes Da Educação Infantil

Demandas Do Processo De Avaliação Do Desenvolvimento Integral De Bebês Na Perspectiva De Docentes Da Educação Infantil

Environmental trust? Sustainability and renewables policy and practice in the school years

A Two-Eyed Seeing Teaching and Learning Framework for Science Education

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