Learning evaluation through ausubelian parameters after living in a potentially meaningful teaching unit

Abstract

Didactic paths based on constructivist perspectives of learning are paths aspired since the late twentieth century by scholars in education. However, the evaluation process is a complex movement that demands a certain effort from the teacher in the search for evidence of learning consolidation. Therefore, from the perspective of meaningful learning, this study presents a proposal for a Potentially Meaningful Teaching Unit for basic education, as well as a suggestion to evaluate, through practical ausubelian parameters, a possible meaningful learning that may develop from the application of the Unit. For the assessment of meaningful learning in a more assertive way, it is suggested the analysis of criteria and items that cover the cognitive, attitudinal, aware, conscious and contextual domains of learning, using multiple evaluative instruments. Thus, the proposals discussed here constitute a resource to support the analysis and understanding of episodes of meaningful learning.