Abstract:

A physics discipline that has only theoretical and theoretical-practical classes and is evaluated exclusively by theoretical tests, usually of multiple choice, can only focus on the essential, that is, on the understanding of the relations between the physical quantities, calculations relative to these same relationships and its application by models of reality.

Being Physics normally one of the initial disciplines in any scientific graduation course it will be essential to focus not only on the discipline core contents, but also in the formal rules of scientific communication, including the correct use of the indication of the quantities used, as well as the unit in which they are expressed, and how the communication of the intermediate steps of the resolution should be done.

In this sense, a methodology of formative evaluation was developed within an initial discipline of Physics of a higher education graduation course in the area of Health Sciences and Technology. The developed methodology consists of a set of theoretical exercises to solve and deliver in class by students, divided in groups of two to three. The results of the same exercises, and some tips in the problem resolution, were either provided in the statement itself, or shared between the working groups in which the room was organized. In this way the students could concentrate on presenting the resolution of the problems provided, having to demonstrate that they understood them, by delivering their own written resolution.

For the success of this methodology it is essential the weekly detailed feedback of the delivered works, not only at the level of learning of basic concepts but also in the formal presentation component, with the quantities and units correctly expressed, and with the reasoning and deduction of the resolution correctly displayed. This feedback was given not only at the level of a classification, but also from corrections made and suggestions, sometimes extensive, of improved presentation of the text and the calculations.

During the twelve weeks in which the study was carried out, students had a very positive evolution in the care with which the calculations were performed and presented, and a greater awareness of the importance of this component of scientific communication, as well as greater care in the use of the manipulated quantities and its units.

At the end of the semester the students answered a questionnaire about this teaching methodology.

This paper will present the methodology developed and some results, including from the final questionnaire.

Keywords:

Formative assessment, Physics.