Palavras-chave
Performance Assessment
Higher Order Thinking
Como Citar
Resumo
Os professores muitas vezes precisam de ajuda envolvendo os alunos que pontuam menos no teste de tarefa final. Isso mostra que alguns alunos ainda precisam atingir os objetivos de aprendizagem. Além disso, ainda há muitos alunos que precisam de habilidades de pensamento de ordem superior. Assim, no processo de aprendizagem, é necessária uma abordagem de aprendizagem que possa ajudar os alunos a resolver problemas. Este estudo tem como objetivo analisar as habilidades de pensamento de ordem superior dos alunos usando uma abordagem STEAM com base na avaliação de desempenho. Este estudo utiliza um tipo de pesquisa quase-experimental (quase-experimento). Este estudo envolveu uma amostra de 82 alunos retirada pela técnica de amostragem aleatória por conglomerados de 163 alunos que foram distribuídos em 4 turmas. O método usado na coleta de dados é um teste. O instrumento utilizado na coleta de dados é uma folha de questões em forma de teste descritivo. Este estudo usou um projeto de grupo de controle não equivalente. Os dados coletados foram analisados por meio de estatística paramétrica com o teste t. Os resultados do estudo mostram diferenças nas habilidades de pensamento de ordem superior entre os alunos que seguem a abordagem STEAM com base na avaliação de desempenho e aqueles que seguem as abordagens de aprendizagem convencionais. Os resultados da análise de dados também mostraram que o grupo que seguiu a abordagem STEAM com base na avaliação de desempenho teve uma pontuação de capacidade de pensamento de ordem superior maior do que a capacidade média de pensamento de ordem superior do grupo de alunos que seguiu a abordagem convencional. Concluiu-se que a abordagem STEAM baseada na avaliação de desempenho pode melhorar as habilidades de pensamento de ordem superior dos alunos.
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