Analysis of issues of Physics distractors in large-scale tests
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n1p72 |
Resumo: | Generally, the school community depreciates large-scale tests because these are considered summative, in which the results observed do not return to the candidates, there is no feedback. In this work, we will show some analysis on the results of problem-solving strategies researches. In order to understand the greatest difficulties among students concerning the knowledge of Physics that are measured by large-scale tests, we used as an example the Enem (Exame Nacional do Ensino Médio). In this regard, we analyzed the questions of Physics classified in the object of knowledge "movement, balance and discovery of the laws of physics" for the years 2009-2012. Our results show that some students use non-scientific concepts to solve the questions, have difficulties in transposing the problem to another context, use intuitive reasoning and symbolic forms for questions that require a mathematical approach to be solved. In presenting these discussions, we aim to provide an analysis on the questions with qualitative and quantitative indicators of the main difficulties presented by the students in solving tests as Enem. |
id |
UFSC-19_4d692bb1a5bb3bdee455da6efe80a490 |
---|---|
oai_identifier_str |
oai:periodicos.ufsc.br:article/41412 |
network_acronym_str |
UFSC-19 |
network_name_str |
Caderno Brasileiro de Ensino de Física (Online) |
repository_id_str |
|
spelling |
Analysis of issues of Physics distractors in large-scale testsAnálises dos distratores das questões de Física em Exames de Larga EscalaGenerally, the school community depreciates large-scale tests because these are considered summative, in which the results observed do not return to the candidates, there is no feedback. In this work, we will show some analysis on the results of problem-solving strategies researches. In order to understand the greatest difficulties among students concerning the knowledge of Physics that are measured by large-scale tests, we used as an example the Enem (Exame Nacional do Ensino Médio). In this regard, we analyzed the questions of Physics classified in the object of knowledge "movement, balance and discovery of the laws of physics" for the years 2009-2012. Our results show that some students use non-scientific concepts to solve the questions, have difficulties in transposing the problem to another context, use intuitive reasoning and symbolic forms for questions that require a mathematical approach to be solved. In presenting these discussions, we aim to provide an analysis on the questions with qualitative and quantitative indicators of the main difficulties presented by the students in solving tests as Enem. Geralmente os exames de larga escala são depreciados pela comunidade escolar, por serem provas consideradas somativas, onde os resultados observados na prova não retornam aos candidatos, não existe uma realimentação. Nesse trabalho nós buscamos apresentar análises, utilizados os resultados das pesquisas sobre as estratégias de solução de problemas, para compreender quais são as maiores dificuldades presentes entre os estudantes no que se refere aos conhecimentos de Física aferidos pelos exames de larga escala, utilizando como exemplo o Enem. Para tanto, serão analisadas as questões de Física classificados no objeto de conhecimento “o movimento, o equilíbrio e a descoberta das leis da física”, para os anos de 2009 a 2012. Será analisado, também, os distratores mais assinalados pelos candidatos declarados concluintes do Ensino Médio da rede pública de ensino. Nossos resultados apontam a que alguns estudantes utilizam concepções não científicas na resolução das questões, apresentam dificuldades na transposição do problema para outro contexto, utilizam raciocínios intuitivos e formas simbólicas em questões que necessitam de uma abordagem matemática para a resolução. Ao apresentar essas discussões esperamos fornecer uma análise das questões apresentando indicadores qualitativos e quantitativos das maiores dificuldades apresentadas pelos alunos na resolução de questões como as do Enem. Imprensa Universitária - UFSC2016-04-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n1p7210.5007/2175-7941.2016v33n1p72Caderno Brasileiro de Ensino de Física; v. 33 n. 1 (2016); 72-912175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n1p72/31567Copyright (c) 2016 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessMarcom, Guilherme SteccaKleinke, Maurício Urban2018-03-16T13:11:14Zoai:periodicos.ufsc.br:article/41412Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2018-03-16T13:11:14Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Analysis of issues of Physics distractors in large-scale tests Análises dos distratores das questões de Física em Exames de Larga Escala |
title |
Analysis of issues of Physics distractors in large-scale tests |
spellingShingle |
Analysis of issues of Physics distractors in large-scale tests Marcom, Guilherme Stecca |
title_short |
Analysis of issues of Physics distractors in large-scale tests |
title_full |
Analysis of issues of Physics distractors in large-scale tests |
title_fullStr |
Analysis of issues of Physics distractors in large-scale tests |
title_full_unstemmed |
Analysis of issues of Physics distractors in large-scale tests |
title_sort |
Analysis of issues of Physics distractors in large-scale tests |
author |
Marcom, Guilherme Stecca |
author_facet |
Marcom, Guilherme Stecca Kleinke, Maurício Urban |
author_role |
author |
author2 |
Kleinke, Maurício Urban |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Marcom, Guilherme Stecca Kleinke, Maurício Urban |
description |
Generally, the school community depreciates large-scale tests because these are considered summative, in which the results observed do not return to the candidates, there is no feedback. In this work, we will show some analysis on the results of problem-solving strategies researches. In order to understand the greatest difficulties among students concerning the knowledge of Physics that are measured by large-scale tests, we used as an example the Enem (Exame Nacional do Ensino Médio). In this regard, we analyzed the questions of Physics classified in the object of knowledge "movement, balance and discovery of the laws of physics" for the years 2009-2012. Our results show that some students use non-scientific concepts to solve the questions, have difficulties in transposing the problem to another context, use intuitive reasoning and symbolic forms for questions that require a mathematical approach to be solved. In presenting these discussions, we aim to provide an analysis on the questions with qualitative and quantitative indicators of the main difficulties presented by the students in solving tests as Enem. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-04-25 |
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.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n1p72 10.5007/2175-7941.2016v33n1p72 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n1p72 |
identifier_str_mv |
10.5007/2175-7941.2016v33n1p72 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2016v33n1p72/31567 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Caderno Brasileiro de Ensino de Física info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Caderno Brasileiro de Ensino de Física |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 33 n. 1 (2016); 72-91 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
_version_ |
1799940573714448384 |