Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in biology at high school

Mateus Ligabo, Fabiana Carvalho Silva, Ana Carolina da S.A. Carvalho, Durval Rodrigues and Rita C.L.B. Rodrigues

Evaluation and Program Planning, 2023, vol. 96, issue C

Abstract: The learning process for a Biology topic regarding organisms and animal kingdom diversity was investigated through an innovative Interactive Didactic Sequence (IDS) which integrated the idea of “concept maps” with the Hermeneutic-Dialectic Circle (HDC). HDC is a tool for data collection and a reference for pluralist-constructivist thinking, considered a form of fourth-generation evaluation. Hofstede's cultural dimensions were also integrated into the investigation in order to facilitate mediation in an evaluative context. Students' performances (N = 25) from a São Paulo-Brazil public school were statistically evaluated. Their cultural profile was determined via the Hofstede Value Survey Model 1994 questionnaire. The elaborative process of arranging concept maps was individual (CM-individual) and integrated with HDC in groups (CM-HDC). Concept map assessment methods were based off existing literature. An improvement in students' performances (p < 0.05) that presented concept maps integrated to HDC in a more complex structure when compared to individually-built maps was observed. Employment of HDC helped form motivational/interactive dialogues between students and teachers, which, in turn, assisted in achieving greater learning through the use of concept maps. The application of the fourth-generation evaluation was improved via knowledge regarding students' cultural profiles.

Keywords: Concept maps; Meaningful learning; Hermeneutic-dialectic circle; Hofstede's cultural dimensions; Fourth-generation assessment (search for similar items in EconPapers)
Date: 2023
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:epplan:v:96:y:2023:i:c:s0149718922001094

DOI: 10.1016/j.evalprogplan.2022.102155

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