The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduates
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Amazônia (Universidade Federal do Pará. Online) |
Texto Completo: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5458 |
Resumo: | This article aims a classification and analysis of the general training objectives of ENADE-2014 based on the taxonomy of critical thinking. From this classification, we worked with the performance variable, corresponding to the grades obtained by the students in the questions, relating it to three other independent variables: i) course (bachelor and licentiate, considering entrants and graduates students); ii) institution (public or private) and iii) school (public or private). In the analysis of these pairs, the chi-square test was used in order to identify which variable is most relevant for the students' performance in questions that possibly demand critical thinking skills. It was verified that the questions general formation objective demand critical thinking skill for their resolution and that in the course variable, the graduate students of both courses, present superior performance in the variable institution. When the students belong to private IES, the student’s graduates present a superior performance, when students are from public IES, the students present a greater prominence in performance. In the school variable, public school students demonstrate better performance when they are graduate students. Students who have come from private schools perform better when they are beginner students. |
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The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduatesO exame nacional de desempenho dos estudantes de Química: análise comparativa entre iniciantes e concluintescritical thinking; performance testing; skills and abilitiespensamento crítico; testes de desempenho; competências e habilidadesThis article aims a classification and analysis of the general training objectives of ENADE-2014 based on the taxonomy of critical thinking. From this classification, we worked with the performance variable, corresponding to the grades obtained by the students in the questions, relating it to three other independent variables: i) course (bachelor and licentiate, considering entrants and graduates students); ii) institution (public or private) and iii) school (public or private). In the analysis of these pairs, the chi-square test was used in order to identify which variable is most relevant for the students' performance in questions that possibly demand critical thinking skills. It was verified that the questions general formation objective demand critical thinking skill for their resolution and that in the course variable, the graduate students of both courses, present superior performance in the variable institution. When the students belong to private IES, the student’s graduates present a superior performance, when students are from public IES, the students present a greater prominence in performance. In the school variable, public school students demonstrate better performance when they are graduate students. Students who have come from private schools perform better when they are beginner students.Este artigo faz uma classificação e análise das questões objetivas de formação geral do ENADE-2014 com base na taxonomia do pensamento crítico. A partir desta classificação, trabalhou-se com a variável de desempenho, correspondente às notas obtidas pelos estudantes nas questões, relacionando-a com outras três variáveis independentes: i) curso (bacharelado e licenciatura, considerando estudantes ingressantes e concluintes); ii) instituição (pública ou privada) e iii) escola (pública ou privada). Na análise destes pares empregou-se o teste de qui-quadrado a fim de identificar qual variável é mais relevante para o desempenho dos estudantes em questões que possivelmente demandam capacidades do pensamento crítico. Verificou-se que as questões de formação geral objetivas demandam capacidades do pensamento crítico para a sua resolução e que na variável curso, os estudantes concluintes de ambos cursos apresentam desempenho superior, na variável instituição, quando os estudantes são pertencentes a IES privadas, os estudantes concluintes da licenciatura apresentam um desempenho superior, já quando os estudantes são de IES públicas, os ingressantes apresentam um maior destaque no desempenho. Na variável escola, os estudantes de escolas públicas demonstram melhor desempenho quando são concluintes. Os estudantes que vieram de escolas privadas apresentam um desempenho superior quando são ingressantes.Universidade Federal do ParáCapesUniversidade Federal de Sergipede Santana, Edenilza MendonçaWartha, Edson JoséSampaio, Murilo de Medeiros2018-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/545810.18542/amazrecm.v14i32.5458Amazônia: Revista de Educação em Ciências e Matemáticas; v. 14, n. 32 (2018); 33-17Amazônia - Journal of Science and Mathematics Education; v. 14, n. 32 (2018); 33-172317-51251980-5128reponame:Amazônia (Universidade Federal do Pará. Online)instname:Universidade Federal do Pará (UFPA)instacron:UFPAporhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5458/5265/*ref*/BRASIL. Lei nº 10.861, de 14 de abril de 2004./*ref*/BRASIL. Resolução nº 2, de 1º de julho de 2015./*ref*/BRASIL. Portaria Inep nº 255, de 02 de junho de 2014./*ref*/COLE, D. R. et al. Critical thinking skills in the International Baccalaureate’s “Theory of Knowledge” subject: Findings from an Australian study. Australian Journal of Education, v. 59, n. 3, p. 247-264, 2015./*ref*/ENNIS, R. A logical basis for measuring critical thinking skills. Educational Leadership, 43 (2), 1985, 44- 48/*ref*/NÚÑEZ, J. C. et al. Subgroups of attributional profiles in students with learning dificulties and their relation to self-concept and academic goals. Learning Disabilities Research & Practice, v. 20, n. 2, p. 86-97, 2005./*ref*/OLIVEIRA, F. E. M. SPSS Básico para Análise de Dados. Rio de Janeiro: Editora Ciência Moderna, 2007./*ref*/PRIMI, R. A validade do ENADE para avaliação da qualidade dos cursos de instituições de ensino superior. Projeto de Pesquisa. Itatiba: Universidade São Francisco, LabAPE, 2006./*ref*/PRIMI, R.; CARVALHO, L. F.; MIGUEL, F.K.; SILVA, M.C.R. Análise do funcionamento diferencial dos itens do Exame Nacional do Estudante (ENADE) de psicologia de 2006. Revista Psico-USF, v. 15, n. 3, p. 379-393, 2010./*ref*/TENREIRO-VIEIRA, C.; VIEIRA, R. M. Promover o Pensamento Crítico dos Alunos – Propostas Concretas para a Sala de Aula. Porto: Porto Editora, 2000./*ref*/VIEIRA, R. et al. Pensamento crítico na educação: perspectivas atuais no panorama internacional. CIDTFF, Universidade de Aveiro, 2014./*ref*/VIEIRA, R. M. Formação continuada de professores do 1.º e 2.º ciclos do Ensino Básico para uma educação em Ciências com orientação CTS/PC. Tese de doutoramento (não publicada), Universidade de Aveiro, 2003.Direitos autorais 2018 Amaz RECMhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2019-07-13T17:19:22Zoai:ojs.periodicos.ufpa.br:article/5458Revistahttp://www.periodicos.ufpa.br/index.php/revistaamazoniaPUBhttps://periodicos.ufpa.br/index.php/revistaamazonia/oaiamazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br2317-51251980-5128opendoar:2019-07-13T17:19:22Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)false |
dc.title.none.fl_str_mv |
The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduates O exame nacional de desempenho dos estudantes de Química: análise comparativa entre iniciantes e concluintes |
title |
The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduates |
spellingShingle |
The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduates de Santana, Edenilza Mendonça critical thinking; performance testing; skills and abilities pensamento crítico; testes de desempenho; competências e habilidades |
title_short |
The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduates |
title_full |
The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduates |
title_fullStr |
The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduates |
title_full_unstemmed |
The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduates |
title_sort |
The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduates |
author |
de Santana, Edenilza Mendonça |
author_facet |
de Santana, Edenilza Mendonça Wartha, Edson José Sampaio, Murilo de Medeiros |
author_role |
author |
author2 |
Wartha, Edson José Sampaio, Murilo de Medeiros |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Capes Universidade Federal de Sergipe |
dc.contributor.author.fl_str_mv |
de Santana, Edenilza Mendonça Wartha, Edson José Sampaio, Murilo de Medeiros |
dc.subject.por.fl_str_mv |
critical thinking; performance testing; skills and abilities pensamento crítico; testes de desempenho; competências e habilidades |
topic |
critical thinking; performance testing; skills and abilities pensamento crítico; testes de desempenho; competências e habilidades |
description |
This article aims a classification and analysis of the general training objectives of ENADE-2014 based on the taxonomy of critical thinking. From this classification, we worked with the performance variable, corresponding to the grades obtained by the students in the questions, relating it to three other independent variables: i) course (bachelor and licentiate, considering entrants and graduates students); ii) institution (public or private) and iii) school (public or private). In the analysis of these pairs, the chi-square test was used in order to identify which variable is most relevant for the students' performance in questions that possibly demand critical thinking skills. It was verified that the questions general formation objective demand critical thinking skill for their resolution and that in the course variable, the graduate students of both courses, present superior performance in the variable institution. When the students belong to private IES, the student’s graduates present a superior performance, when students are from public IES, the students present a greater prominence in performance. In the school variable, public school students demonstrate better performance when they are graduate students. Students who have come from private schools perform better when they are beginner students. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-31 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5458 10.18542/amazrecm.v14i32.5458 |
url |
https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5458 |
identifier_str_mv |
10.18542/amazrecm.v14i32.5458 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5458/5265 /*ref*/BRASIL. Lei nº 10.861, de 14 de abril de 2004. /*ref*/BRASIL. Resolução nº 2, de 1º de julho de 2015. /*ref*/BRASIL. Portaria Inep nº 255, de 02 de junho de 2014. /*ref*/COLE, D. R. et al. Critical thinking skills in the International Baccalaureate’s “Theory of Knowledge” subject: Findings from an Australian study. Australian Journal of Education, v. 59, n. 3, p. 247-264, 2015. /*ref*/ENNIS, R. A logical basis for measuring critical thinking skills. Educational Leadership, 43 (2), 1985, 44- 48 /*ref*/NÚÑEZ, J. C. et al. Subgroups of attributional profiles in students with learning dificulties and their relation to self-concept and academic goals. Learning Disabilities Research & Practice, v. 20, n. 2, p. 86-97, 2005. /*ref*/OLIVEIRA, F. E. M. SPSS Básico para Análise de Dados. Rio de Janeiro: Editora Ciência Moderna, 2007. /*ref*/PRIMI, R. A validade do ENADE para avaliação da qualidade dos cursos de instituições de ensino superior. Projeto de Pesquisa. Itatiba: Universidade São Francisco, LabAPE, 2006. /*ref*/PRIMI, R.; CARVALHO, L. F.; MIGUEL, F.K.; SILVA, M.C.R. Análise do funcionamento diferencial dos itens do Exame Nacional do Estudante (ENADE) de psicologia de 2006. Revista Psico-USF, v. 15, n. 3, p. 379-393, 2010. /*ref*/TENREIRO-VIEIRA, C.; VIEIRA, R. M. Promover o Pensamento Crítico dos Alunos – Propostas Concretas para a Sala de Aula. Porto: Porto Editora, 2000. /*ref*/VIEIRA, R. et al. Pensamento crítico na educação: perspectivas atuais no panorama internacional. CIDTFF, Universidade de Aveiro, 2014. /*ref*/VIEIRA, R. M. Formação continuada de professores do 1.º e 2.º ciclos do Ensino Básico para uma educação em Ciências com orientação CTS/PC. Tese de doutoramento (não publicada), Universidade de Aveiro, 2003. |
dc.rights.driver.fl_str_mv |
Direitos autorais 2018 Amaz RECM http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2018 Amaz RECM http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Pará |
publisher.none.fl_str_mv |
Universidade Federal do Pará |
dc.source.none.fl_str_mv |
Amazônia: Revista de Educação em Ciências e Matemáticas; v. 14, n. 32 (2018); 33-17 Amazônia - Journal of Science and Mathematics Education; v. 14, n. 32 (2018); 33-17 2317-5125 1980-5128 reponame:Amazônia (Universidade Federal do Pará. Online) instname:Universidade Federal do Pará (UFPA) instacron:UFPA |
instname_str |
Universidade Federal do Pará (UFPA) |
instacron_str |
UFPA |
institution |
UFPA |
reponame_str |
Amazônia (Universidade Federal do Pará. Online) |
collection |
Amazônia (Universidade Federal do Pará. Online) |
repository.name.fl_str_mv |
Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA) |
repository.mail.fl_str_mv |
amazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br |
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1809465146490224640 |