Práctica de recuperación en escuelas: revisión narrativa sobre formatos de las pruebas

Autores/as

DOI:

https://doi.org/10.26512/lc28202243014

Palabras clave:

Educación, Formato de prueba, Aprendizaje

Resumen

La práctica de recuperación, es decir, intentar recordar contenido ya visto, es considerada una de las estrategias más efectivas para generar aprendizaje de larga duración. Para promover su uso eficaz, esta revisión narrativa se enfoca en sugerir pautas sobre la aplicación de diferentes formatos de pruebas, a menudo usados para practicar recordar, y señalar sus ventajas y desventajas. Los estudios revisados involucraron a alumnos desde el jardín de infantes hasta la graduación. En general, la práctica de recuperación puede beneficiar el aprendizaje de diferentes contenidos siempre que los formatos de prueba se adapten a la edad del alumno, independientemente de los materiales utilizados.

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Biografía del autor/a

Anne Caroline Borba da Silva, Universidade Estadual do Norte do Paraná, Jacarezinho, PR, Brasil

Especialista em Neuropsicopedagogia pela Faculdade Unina (2021). Mestranda em Educação Básica pela Universidade Estadual do Norte do Paraná (UENP/PPEd). Professora da Rede Municipal de Ensino de Santo Antônio da Platina, Paraná. E-mail: annecarolsap@gmail.com

Lisandra Tamires Mendonça, Universidade Estadual do Norte do Paraná, Jacarezinho, PR, Brasil

Mestra em Educação Básica pela Universidade Estadual do Norte do Paraná (UENP/PPEd) (2021). Professora da educação básica infantil na Cooperativa Educacional Santa Cruz do Rio Pardo, São Paulo. E-mail: lisandratamiresm@gmail.com

José Cláudio de Sene Miguel, Universidade Estadual do Norte do Paraná, Jacarezinho, PR, Brasil

Especialista em Ensino de Inglês para Crianças pela Universidade Estadual de Londrina (2019). Mestrando em Educação Básica pela Universidade Estadual do Norte do Paraná (UENP/PPEd). Professor da Rede Municipal de Ensino de Siqueira Campos, Paraná. E-mail: joseclaudiosm@gmail.com

Roberta Ekuni, Universidade Estadual do Norte do Paraná, Jacarezinho, PR, Brasil

Doutora em Ciências pela Universidade Federal de São Paulo (2017). Professora Adjunta no Programa de Pós-graduação em Educação da Universidade Estadual do Norte do Paraná. Membro do grupo de pesquisa Laboratório de Ensino e Pesquisa em Educação para a Ciência. E-mail: robertaekuni@uenp.edu.br

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Publicado

2022-08-16

Cómo citar

Silva, A. C. B. da, Mendonça, L. T., Miguel, J. C. de S., & Ekuni, R. (2022). Práctica de recuperación en escuelas: revisión narrativa sobre formatos de las pruebas. Linhas Críticas, 28, e43014. https://doi.org/10.26512/lc28202243014

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