Investigação do potencial pedagógico do teste abordagem-em-processo (versão 2) e seu guia de correção no ensino de física

Abstract

Brazilian students have shown low learning quality (e.g., PISA, ENEM). These difficulties are chronic and span all areas of knowledge. Active methodologies have emerged as a response to the limitations of traditional teaching, aiming to improve learning outcomes. Despite being a relevant proposal, active methodologies do not necessarily teach learning processes. Teaching learning processes is important because it increases the likelihood that students become aware of several factors that can either hinder or support their learning. It also enhances their chances of engaging more deeply with the objects of knowledge. Given these challenges, simple theories with a theoretical and methodological framework that allow teachers to teach both content and learning processes are highly valuable. Among them, the theory of learning approaches and its tools — the Process-Approach Test version 2 (TAEPv2) and its Correction Guide — stand out. The TAEPv2 is a performance-based instrument that assesses students’ learning approaches when studying school or academic content in secondary or higher education. Its Correction Guide provides teachers with various categories of analysis that connect the taught content with the evaluated learning behaviors. This thesis investigates the pedagogical potential of the TAEPv2 and its Correction Guide in Physics education at the secondary level, through three complementary studies. Study 1 demonstrated the applicability of the TAEPv2 Correction Guide to the topic of electric current in high school Physics, showing that the Test can be applied to this topic and potentially to all areas of high school Physics. The teacher’s completion of the Guide also became a moment of assessment and reflection on her pedagogical practice, leading her to rethink planning, review concepts, redesign methodologies, and redefine the use of teaching materials. Study 2 showed the potential of the TAEPv2 and its Correction Guide to support significant changes in the teacher’s pedagogical practice, redirecting instruction toward concepts, their meanings, and learning processes. The use of these tools also fostered in students the adoption of learning behaviors and strategies consistent with this approach, leading them to recognize their potential to enhance learning and improve academic performance. Study 3 analyzed the responses of 82 students to the TAEPv2 and identified a predominance of deep learning approaches — 58.5% of students reached moderately strong or strong levels, and a strong correlation (r = 0.94) was found between TAEPv2 scores and the final traditional Physics exam, suggesting alignment between learning approaches and academic performance. This finding highlighted that using the TAEPv2 together with the Correction Guide has the potential to induce effective changes in students’ learning strategies. Taken together, the studies show that the TAEPv2 and its Correction Guide are tools that enable a pedagogy centered on deep learning, integrating formative assessment, reflective planning, and student autonomy. Their structure allows for concrete interventions in learning processes, validating them as instruments capable of promoting transformations in educational practices.