Contributions of images in the evaluation of undergraduates in Chemistry

Abstract

The use of the term evaluation, although it is rather disseminated in the educational scenario, is still poorly reflected. Often, the evaluation is considered as a synonym for exams, tests, seminars and others, which contribute little (or nothing) to the initial education of undergraduates. We understand that this discussion goes beyond a terminological issue, since it involves a set of affiliations and theoretical assumptions that determine the way in which one works; epistemologically, the world perspective, vision of truth and science of the person who elaborates it; and the selection of instruments that allow the identification of the development of skills by those evaluated. In this way, the research presented analyzed the contributions, for undergraduates in Chemistry, of the images inserted in an evaluation in relation to the different ways of expressing themselves and presenting the constructed knowledge. We conclude that the images enabled the evaluated to develop their arguments and mobilize the constructed knowledge during the classes that preceded the exam. In addition, they were able to develop other desirable skills and knowledge for teaching.