DO UNICAMP’S TESTS OF NATURAL SCIENCES CONTRIBUTE TO CHANGES IN SCIENCE TEACHING? AN ANALYSIS OF THE 2019 ENTRANCE EXAM

Detalhes bibliográficos
Autor(a) principal: Cunha, Rodrigo Bastos
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)
Texto Completo: https://periodicos.unemat.br/index.php/ppgedu/article/view/5782
Resumo: : Although research on science teaching focused on the relationship between science, technology and society is already well consolidated and has contributed to teaching concepts aiming for citizenship and decision making, it is known that teaching in basic education schools is strongly guided by what higher education access exams such as Enem and entrance exams assess. The aim of this paper is to analyze how much the tests of natural sciences in the Unicamp entrance exam incorporate the assumptions of STS teaching that appear in the natural sciences curricula and, consequently, their influence on changes in science teaching. This is a qualitative analysis of the 2019 entrance exam from the perspective of the relationship between scientific literacy and STS teaching established by researchers in science teaching. The result of the analysis shows that, in general, what is assessed in these tests does not involve active participation in decision making
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spelling DO UNICAMP’S TESTS OF NATURAL SCIENCES CONTRIBUTE TO CHANGES IN SCIENCE TEACHING? AN ANALYSIS OF THE 2019 ENTRANCE EXAMPROVAS DE CIÊNCIAS DA NATUREZA DA UNICAMP CONTRIBUEM PARA MUDANÇAS NO ENSINO DE CIÊNCIAS? UMA ANÁLISE DO VESTIBULAR 2019ensino CTSletramento científicovestibular STS teachinscientific literac entrance exam: Although research on science teaching focused on the relationship between science, technology and society is already well consolidated and has contributed to teaching concepts aiming for citizenship and decision making, it is known that teaching in basic education schools is strongly guided by what higher education access exams such as Enem and entrance exams assess. The aim of this paper is to analyze how much the tests of natural sciences in the Unicamp entrance exam incorporate the assumptions of STS teaching that appear in the natural sciences curricula and, consequently, their influence on changes in science teaching. This is a qualitative analysis of the 2019 entrance exam from the perspective of the relationship between scientific literacy and STS teaching established by researchers in science teaching. The result of the analysis shows that, in general, what is assessed in these tests does not involve active participation in decision makingEmbora as pesquisas sobre ensino de ciências focadas nas relações entre ciência, tecnologia e sociedade já estejam bastante consolidadas e tenham contribuído para concepções de ensino voltadas para a cidadania e a tomada de decisão, sabe-se que o ensino nas escolas básicas é fortemente pautado pelo que cobram os exames de acesso ao ensino superior, como o Enem e os vestibulares. O objetivo deste artigo é analisar o quanto as provas de ciências da natureza do vestibular da Unicamp incorporam os pressupostos do ensino CTS que aparecem nos currículos de ciências da natureza e, consequentemente, sua influência em mudanças no ensino de ciências. Trata-se de uma análise qualitativa do vestibular 2019 sob a ótica da relação entre letramento científico e ensino CTS estabelecida por pesquisadores do ensino de ciências. O resultado da análise mostra que, em geral, o que é cobrado nessas provas não envolve participação ativa em tomada de decisão.UNEMAT Editora2021-08-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unemat.br/index.php/ppgedu/article/view/5782Revista da Faculdade de Educação; v. 35 n. 1 (2021): (JAN/JUN); 91-1112178-7476reponame:Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)instname:Universidade do Estado de Mato Grosso (UNEMAT)instacron:UNEMATporhttps://periodicos.unemat.br/index.php/ppgedu/article/view/5782/4330Copyright (c) 2021 Rodrigo Bastos Cunhahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCunha, Rodrigo Bastos2023-04-25T14:07:25Zoai:ojs.pkp.sfu.ca:article/5782Revistahttps://periodicos.unemat.br/index.php/ppgeduPUBhttps://periodicos.unemat.br/index.php/ppgedu/oairevistafaed@unemat.br2178-74761679-4273opendoar:2023-04-25T14:07:25Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online) - Universidade do Estado de Mato Grosso (UNEMAT)false
dc.title.none.fl_str_mv DO UNICAMP’S TESTS OF NATURAL SCIENCES CONTRIBUTE TO CHANGES IN SCIENCE TEACHING? AN ANALYSIS OF THE 2019 ENTRANCE EXAM
PROVAS DE CIÊNCIAS DA NATUREZA DA UNICAMP CONTRIBUEM PARA MUDANÇAS NO ENSINO DE CIÊNCIAS? UMA ANÁLISE DO VESTIBULAR 2019
title DO UNICAMP’S TESTS OF NATURAL SCIENCES CONTRIBUTE TO CHANGES IN SCIENCE TEACHING? AN ANALYSIS OF THE 2019 ENTRANCE EXAM
spellingShingle DO UNICAMP’S TESTS OF NATURAL SCIENCES CONTRIBUTE TO CHANGES IN SCIENCE TEACHING? AN ANALYSIS OF THE 2019 ENTRANCE EXAM
Cunha, Rodrigo Bastos
ensino CTS
letramento científico
vestibular
STS teachin
scientific literac
entrance exam
title_short DO UNICAMP’S TESTS OF NATURAL SCIENCES CONTRIBUTE TO CHANGES IN SCIENCE TEACHING? AN ANALYSIS OF THE 2019 ENTRANCE EXAM
title_full DO UNICAMP’S TESTS OF NATURAL SCIENCES CONTRIBUTE TO CHANGES IN SCIENCE TEACHING? AN ANALYSIS OF THE 2019 ENTRANCE EXAM
title_fullStr DO UNICAMP’S TESTS OF NATURAL SCIENCES CONTRIBUTE TO CHANGES IN SCIENCE TEACHING? AN ANALYSIS OF THE 2019 ENTRANCE EXAM
title_full_unstemmed DO UNICAMP’S TESTS OF NATURAL SCIENCES CONTRIBUTE TO CHANGES IN SCIENCE TEACHING? AN ANALYSIS OF THE 2019 ENTRANCE EXAM
title_sort DO UNICAMP’S TESTS OF NATURAL SCIENCES CONTRIBUTE TO CHANGES IN SCIENCE TEACHING? AN ANALYSIS OF THE 2019 ENTRANCE EXAM
author Cunha, Rodrigo Bastos
author_facet Cunha, Rodrigo Bastos
author_role author
dc.contributor.author.fl_str_mv Cunha, Rodrigo Bastos
dc.subject.por.fl_str_mv ensino CTS
letramento científico
vestibular
STS teachin
scientific literac
entrance exam
topic ensino CTS
letramento científico
vestibular
STS teachin
scientific literac
entrance exam
description : Although research on science teaching focused on the relationship between science, technology and society is already well consolidated and has contributed to teaching concepts aiming for citizenship and decision making, it is known that teaching in basic education schools is strongly guided by what higher education access exams such as Enem and entrance exams assess. The aim of this paper is to analyze how much the tests of natural sciences in the Unicamp entrance exam incorporate the assumptions of STS teaching that appear in the natural sciences curricula and, consequently, their influence on changes in science teaching. This is a qualitative analysis of the 2019 entrance exam from the perspective of the relationship between scientific literacy and STS teaching established by researchers in science teaching. The result of the analysis shows that, in general, what is assessed in these tests does not involve active participation in decision making
publishDate 2021
dc.date.none.fl_str_mv 2021-08-28
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.unemat.br/index.php/ppgedu/article/view/5782
url https://periodicos.unemat.br/index.php/ppgedu/article/view/5782
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unemat.br/index.php/ppgedu/article/view/5782/4330
dc.rights.driver.fl_str_mv Copyright (c) 2021 Rodrigo Bastos Cunha
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Rodrigo Bastos Cunha
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 UNEMAT Editora
publisher.none.fl_str_mv UNEMAT Editora
dc.source.none.fl_str_mv Revista da Faculdade de Educação; v. 35 n. 1 (2021): (JAN/JUN); 91-111
2178-7476
reponame:Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)
instname:Universidade do Estado de Mato Grosso (UNEMAT)
instacron:UNEMAT
instname_str Universidade do Estado de Mato Grosso (UNEMAT)
instacron_str UNEMAT
institution UNEMAT
reponame_str Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)
collection Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)
repository.name.fl_str_mv Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online) - Universidade do Estado de Mato Grosso (UNEMAT)
repository.mail.fl_str_mv revistafaed@unemat.br
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