Prática de lembrar em ambiente escolar: revisão narrativa sobre formatos de testes

Autores

DOI:

https://doi.org/10.26512/lc28202243014

Palavras-chave:

Educação, Formato de teste, Aprendizagem

Resumo

A prática de lembrar, que consiste em tentar recordar conteúdo já visto, é tida como uma das estratégias mais eficazes para gerar aprendizado de longa duração. A fim de promover seu uso eficaz, a presente revisão narrativa tem por foco sugerir diretrizes a respeito da aplicação de diferentes formatos de testes, com frequência empregados para praticar lembrar, e apontar vantagens e desvantagens de cada um. Como resultado, os estudos revisados envolveram alunos desde a educação infantil até a graduação. No geral, a prática de lembrar pode beneficiar a aprendizagem de diferentes conteúdos contanto que os formatos de teste se adaptem à idade do aprendiz, independentemente dos materiais usados.

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Biografia do Autor

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

16.08.2022

Como Citar

Silva, A. C. B. da, Mendonça, L. T., Miguel, J. C. de S., & Ekuni, R. (2022). Prática de lembrar em ambiente escolar: revisão narrativa sobre formatos de testes. Linhas Crí­ticas, 28, e43014. https://doi.org/10.26512/lc28202243014

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