Criterios y actividades para la evaluación del aprendizaje en cursos universitarios de química

Abstract

Abstract In this paper we intend to make a contribution to the learning evaluation practice that may accompany those educative proposals whose objective is a comprehensive learning. We adopt a “constructivist” psychological perspective, an epistemological orientation of “scientific realism” and a methodological vision that “integrates quantitative and qualitative strategies”. From this perspective, some dimensions and sub-dimensions taken as learning evaluation criteria, as well as some learning evaluation activities, are proposed for chemical contents at an introductory university level in scientific and technological careers. These criteria, originally developed in educative research, are potentially highly transferable to classroom.