CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMY
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15708 |
Resumo: | In this article, questions present in the exams of the National High School Examination (ENEM) from 2012 to 2022. The objective of this work is to carry out an analysis of questions present in the National High School Examination (ENEM), in the context of the discipline of Physics, which include topics of Cosmology, through the foundations of Revised Bloom's Taxonomy (TBR). It is a research of a basic nature, data analysis in a qualitative way, it is exploratory with a technical document procedure. The results show that, despite the questions related to the Cosmology content emphasizing more complex domains than a simple mechanical memorization, in none of the questions the metacognitive dimension was reached, much less the cognitive level “create.” These observations reflect the reference matrix of the exam itself, which is based on skills and competences, inherited by the National Common Curricular Base (BNCC), which already has many weaknesses in its scope, and not at cognitive or taxonomic levels. In this sense, this research is important for pointing out the main weaknesses of the questions of Cosmology in the ENEM, insofar as the lack of teaching this science in basic education is made explicit, consequently generating a gap in the student's intellectual framework and in its construction as a protagonist subject, part of the Cosmos and modifier. |
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CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMYCONTRIBUCIONES A LA COSMOLOGÍA ENEM DESDE LA PERSPECTIVA DE LA TAXONOMÍA BLOOM REVISADACONTRIBUTOS À COSMOLOGIA NO ENEM NA PERSPECTIVA DA TAXONOMIA DE BLOOM REVISADA CosmologyENEMBloom's Taxonomy RevisedCosmologíaENEMTaxonomía de Bloom revisadaCosmologiaENEMTaxonomia de Bloom RevisadaIn this article, questions present in the exams of the National High School Examination (ENEM) from 2012 to 2022. The objective of this work is to carry out an analysis of questions present in the National High School Examination (ENEM), in the context of the discipline of Physics, which include topics of Cosmology, through the foundations of Revised Bloom's Taxonomy (TBR). It is a research of a basic nature, data analysis in a qualitative way, it is exploratory with a technical document procedure. The results show that, despite the questions related to the Cosmology content emphasizing more complex domains than a simple mechanical memorization, in none of the questions the metacognitive dimension was reached, much less the cognitive level “create.” These observations reflect the reference matrix of the exam itself, which is based on skills and competences, inherited by the National Common Curricular Base (BNCC), which already has many weaknesses in its scope, and not at cognitive or taxonomic levels. In this sense, this research is important for pointing out the main weaknesses of the questions of Cosmology in the ENEM, insofar as the lack of teaching this science in basic education is made explicit, consequently generating a gap in the student's intellectual framework and in its construction as a protagonist subject, part of the Cosmos and modifier.En este artículo se analizan cuestiones presentes en los exámenes del Examen Nacional de Bachillerato (ENEM) de 2012 a 2022. El objetivo de este trabajo es realizar un análisis de cuestiones presentes en el Examen Nacional de Bachillerato (ENEM), en el contexto de la disciplina de Física, que incluyen temas de Cosmología, a través de los fundamentos de la Taxonomía de Bloom Revisada (TBR). Es una investigación de carácter básico, análisis de datos de manera cualitativa, es exploratoria con un procedimiento técnico documental. Los resultados muestran que, a pesar de que las preguntas relacionadas con los contenidos de Cosmología enfatizan dominios más complejos que una simple memorización mecánica, en ninguna de las preguntas se alcanzó la dimensión metacognitiva y mucho menos el nivel cognitivo “crear”. Estas observaciones reflejan la matriz de referencia del propio examen, que se basa en habilidades y competencias, heredada de la Base Curricular Común Nacional (BNCC), que ya presenta muchas debilidades en su alcance, y no a nivel cognitivo o taxonómico. En este sentido, esta investigación es importante para señalar las principales debilidades de las cuestiones de Cosmología en el ENEM, en la medida en que se hace explícita la falta de enseñanza de esta ciencia en la educación básica, generando en consecuencia un vacío en el entramado intelectual del estudiante y en su La construcción como sujeto protagonista, parte del Cosmos y modificador.Neste artigo, analisam-se questões presentes nos exames do Exame Nacional do Ensino Médio (ENEM), do período de 2012 a 2022. O objetivo do trabalho é realizar uma análise de questões presentes no Exame Nacional do Ensino Médio (ENEM), no contexto da disciplina de Física, que contemplem tópicos de Cosmologia, mediante fundamentos da Taxonomia de Bloom Revisada (TBR). É uma pesquisa de natureza básica, análise de dados de forma qualitativa, é exploratória com procedimento técnico documental. Os resultados mostram que, apesar das questões relacionadas ao conteúdo de Cosmologia enfatizarem domínios de complexidades superiores a uma simples memorização mecânica, em nenhuma das questões a dimensão metacognitiva foi atingida, muito menos o nível cognitivo “criar.” Essas observações refletem a matriz de referência do próprio exame, que é baseada em habilidades e competências, herdadas pela Base Nacional Comum Curricular (BNCC), que já apresenta em seu escopo muitas fragilidades, e não nos níveis cognitivos ou taxonômicos. Nesse sentido, esta pesquisa se faz importante por apontar as principais fragilidades das questões de Cosmologia no ENEM, na medida que se explicita a carência do ensino dessa ciência na educação básica, gerando, consequentemente, uma lacuna no arcabouço intelectual do aluno e na sua construção enquanto sujeito protagonista, parte do Cosmos e modificador.Universidade Federal de Mato Grosso (UFMT)2023-10-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1570810.26571/reamec.v11i1.15708 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 11 Núm. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23062REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 11 n. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23062REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 11 No. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e230622318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15708/12960Copyright (c) 2023 Ana Clara Souza Araújo, José Ademir Damasceno Júnior, Mairton Cavalcante Romeu, Igor de Moraes Paimhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessAraújo, Ana Clara SouzaDamasceno Júnior, José Ademir Romeu, Mairton CavalcantePaim, Igor de Moares2024-01-28T21:08:51Zoai:periodicoscientificos.ufmt.br:article/15708Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2024-01-28T21:08:51Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMY CONTRIBUCIONES A LA COSMOLOGÍA ENEM DESDE LA PERSPECTIVA DE LA TAXONOMÍA BLOOM REVISADA CONTRIBUTOS À COSMOLOGIA NO ENEM NA PERSPECTIVA DA TAXONOMIA DE BLOOM REVISADA |
title |
CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMY |
spellingShingle |
CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMY Araújo, Ana Clara Souza Cosmology ENEM Bloom's Taxonomy Revised Cosmología ENEM Taxonomía de Bloom revisada Cosmologia ENEM Taxonomia de Bloom Revisada |
title_short |
CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMY |
title_full |
CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMY |
title_fullStr |
CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMY |
title_full_unstemmed |
CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMY |
title_sort |
CONTRIBUTIONS TO ENEM COSMOLOGY FROM THE PERSPECTIVE OF THE REVISED BLOOM TAXONOMY |
author |
Araújo, Ana Clara Souza |
author_facet |
Araújo, Ana Clara Souza Damasceno Júnior, José Ademir Romeu, Mairton Cavalcante Paim, Igor de Moares |
author_role |
author |
author2 |
Damasceno Júnior, José Ademir Romeu, Mairton Cavalcante Paim, Igor de Moares |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Araújo, Ana Clara Souza Damasceno Júnior, José Ademir Romeu, Mairton Cavalcante Paim, Igor de Moares |
dc.subject.por.fl_str_mv |
Cosmology ENEM Bloom's Taxonomy Revised Cosmología ENEM Taxonomía de Bloom revisada Cosmologia ENEM Taxonomia de Bloom Revisada |
topic |
Cosmology ENEM Bloom's Taxonomy Revised Cosmología ENEM Taxonomía de Bloom revisada Cosmologia ENEM Taxonomia de Bloom Revisada |
description |
In this article, questions present in the exams of the National High School Examination (ENEM) from 2012 to 2022. The objective of this work is to carry out an analysis of questions present in the National High School Examination (ENEM), in the context of the discipline of Physics, which include topics of Cosmology, through the foundations of Revised Bloom's Taxonomy (TBR). It is a research of a basic nature, data analysis in a qualitative way, it is exploratory with a technical document procedure. The results show that, despite the questions related to the Cosmology content emphasizing more complex domains than a simple mechanical memorization, in none of the questions the metacognitive dimension was reached, much less the cognitive level “create.” These observations reflect the reference matrix of the exam itself, which is based on skills and competences, inherited by the National Common Curricular Base (BNCC), which already has many weaknesses in its scope, and not at cognitive or taxonomic levels. In this sense, this research is important for pointing out the main weaknesses of the questions of Cosmology in the ENEM, insofar as the lack of teaching this science in basic education is made explicit, consequently generating a gap in the student's intellectual framework and in its construction as a protagonist subject, part of the Cosmos and modifier. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15708 10.26571/reamec.v11i1.15708 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15708 |
identifier_str_mv |
10.26571/reamec.v11i1.15708 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15708/12960 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
dc.source.none.fl_str_mv |
REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 11 Núm. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23062 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 11 n. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23062 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 11 No. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23062 2318-6674 reponame:Revista Reamec instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Revista Reamec |
collection |
Revista Reamec |
repository.name.fl_str_mv |
Revista Reamec - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
revistareamec@gmail.com|| |
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