The organization of questions with focus on Biodiversity in the National High School Exam: 10 years of analysis

Detalhes bibliográficos
Autor(a) principal: Garcia, Paulo Sérgio
Data de Publicação: 2021
Outros Autores: Franzolin, Fernanda
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/20925
Resumo: Biodiversity is important for its ecosystem services, such as water supply, air, among others. Due to its importance, it is essential to investigate possible factors that influence its teaching, such as the National High School Exam, which has a strong influence on High School. In this study, we analyzed the questions of Biology, in the Natural Sciences exam, with knowledge related to biodiversity, from the National High School Exam, between 2009 and 2018, based on the structure, frequency, and distribution. To this end, a qualitative research approach was used, based on content analysis. The results indicated three findings that impose some reflections and concerns. The first is the fact that only one question of Biology, in 10 years, has the outline of multiple answers and none of them were of the assertion-reason type, a format indicated for the assessment of more elaborate and complex cognitive processes. The second showed that some questions did not follow the problem-solving model and had characteristics more associated with a type of question in which the simple memorization of information allowed the student to solve it. The third revealed a certain imbalance in the relationship between the topic and other areas of knowledge, a situation that could affect the teaching of biodiversity in high school, which is strongly influenced by the exam. Data from this survey can help in debates about the organization of biodiversity knowledge in the largest national exam.
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spelling The organization of questions with focus on Biodiversity in the National High School Exam: 10 years of analysis La organización de preguntas con enfoque en Biodiversidad en el Examen Nacional de Bachillerato: 10 años de análisisA organização das questões com o foco na Biodiversidade no Exame Nacional do Ensino Médio: 10 anos de análises BiodiversidadExamen nacional de la escuela secundariaEstructura de preguntas.BiodiversidadeExame nacional do ensino médioEstrutura das questões.BiodiversityNational high school examExam questions.Biodiversity is important for its ecosystem services, such as water supply, air, among others. Due to its importance, it is essential to investigate possible factors that influence its teaching, such as the National High School Exam, which has a strong influence on High School. In this study, we analyzed the questions of Biology, in the Natural Sciences exam, with knowledge related to biodiversity, from the National High School Exam, between 2009 and 2018, based on the structure, frequency, and distribution. To this end, a qualitative research approach was used, based on content analysis. The results indicated three findings that impose some reflections and concerns. The first is the fact that only one question of Biology, in 10 years, has the outline of multiple answers and none of them were of the assertion-reason type, a format indicated for the assessment of more elaborate and complex cognitive processes. The second showed that some questions did not follow the problem-solving model and had characteristics more associated with a type of question in which the simple memorization of information allowed the student to solve it. The third revealed a certain imbalance in the relationship between the topic and other areas of knowledge, a situation that could affect the teaching of biodiversity in high school, which is strongly influenced by the exam. Data from this survey can help in debates about the organization of biodiversity knowledge in the largest national exam.La biodiversidad es importante por sus servicios ecosistémicos, como el suministro de agua y aire, entre otros. Por su importancia, la investigación de los posibles factores que influyen en su docencia, como es el caso del Examen Nacional de Educación Secundaria (Enem), que ejerce una fuerte influencia en el Bachillerato, es fundamental. En este estudio, analizamos las preguntas Biología, de la prueba de Ciencias Naturales, con conocimientos relacionados con la biodiversidad, de Enem, entre 2009 y 2018, a partir de la estructura, frecuencia y distribución. Para ello, se utilizó un enfoque de investigación cualitativa, basado en el análisis de contenido. Los resultados indicaron tres hallazgos que imponen algunas reflexiones y preocupaciones. La primera es el hecho de que solo una pregunta de Biología del Enem, en 10 años, tiene el esquema de múltiples respuestas y ninguna de ellas es del tipo aserción-razón, formato indicado para la evaluación de procesos cognitivos más elaborados y complejos. El segundo mostró que algunas preguntas no seguían este modelo problema-situación y tenían características más asociadas a un tipo de pregunta en la que la simple memorización de información permitía al alumno resolverla. El tercero reveló un cierto desequilibrio en la relación entre el tema y otras áreas del conocimiento, situación que podría afectar la enseñanza de la biodiversidad en el bachillerato, que está fuertemente influenciado por el examen. Los datos de esta encuesta pueden ayudar en los debates sobre la organización del conocimiento de la biodiversidad en el examen nacional más grande.A biodiversidade é importante devido aos seus serviços ecossistêmicos, como o abastecimento de água, ar, entre outros. Por sua importância, pesquisas de possíveis fatores que influenciam seu ensino, como o caso do Exame Nacional do Ensino Médio (Enem), que exerce forte influência sobre o Ensino Médio, tornam-se fundamentais. Neste estudo analisamos as questões de Biologia com conhecimentos relacionados à biodiversidade, da prova de Ciências da Natureza do Enem, entre 2009 e 2018, a partir da estrutura, da frequência e da distribuição. Para tal, foi utilizada a abordagem qualitativa de pesquisa, a partir da análise de conteúdo. Os resultados indicaram três constatações que nos impõem algumas reflexões e inquietações. A primeira, o fato de somente uma questão de Biologia do Enem, em 10 anos, ter o contorno de resposta múltipla e nenhuma delas ser do tipo asserção-razão, formato indicado para a avaliação de processos cognitivos mais elaborados e complexos. A segunda mostrou que algumas questões não seguiam o modelo de situação-problema e apresentavam características mais associadas a um tipo de pergunta em que a simples memorização de informações permitia ao aluno solucioná-la. A terceira revelou um certo desequilíbrio na relação do tema com outras áreas do conhecimento, situação que poderá afetar o ensino de biodiversidade no Ensino Médio, que recebe forte influência do exame. Os dados desta pesquisa podem auxiliar nos debates sobre a organização dos conhecimentos de biodiversidade no maior exame nacional.Research, Society and Development2021-09-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2092510.33448/rsd-v10i12.20925Research, Society and Development; Vol. 10 No. 12; e537101220925Research, Society and Development; Vol. 10 Núm. 12; e537101220925Research, Society and Development; v. 10 n. 12; e5371012209252525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/20925/18519Copyright (c) 2021 Paulo Sérgio Garcia; Fernanda Franzolinhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGarcia, Paulo Sérgio Franzolin, Fernanda 2021-11-14T20:26:51Zoai:ojs.pkp.sfu.ca:article/20925Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:40:27.265806Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The organization of questions with focus on Biodiversity in the National High School Exam: 10 years of analysis
La organización de preguntas con enfoque en Biodiversidad en el Examen Nacional de Bachillerato: 10 años de análisis
A organização das questões com o foco na Biodiversidade no Exame Nacional do Ensino Médio: 10 anos de análises
title The organization of questions with focus on Biodiversity in the National High School Exam: 10 years of analysis
spellingShingle The organization of questions with focus on Biodiversity in the National High School Exam: 10 years of analysis
Garcia, Paulo Sérgio
Biodiversidad
Examen nacional de la escuela secundaria
Estructura de preguntas.
Biodiversidade
Exame nacional do ensino médio
Estrutura das questões.
Biodiversity
National high school exam
Exam questions.
title_short The organization of questions with focus on Biodiversity in the National High School Exam: 10 years of analysis
title_full The organization of questions with focus on Biodiversity in the National High School Exam: 10 years of analysis
title_fullStr The organization of questions with focus on Biodiversity in the National High School Exam: 10 years of analysis
title_full_unstemmed The organization of questions with focus on Biodiversity in the National High School Exam: 10 years of analysis
title_sort The organization of questions with focus on Biodiversity in the National High School Exam: 10 years of analysis
author Garcia, Paulo Sérgio
author_facet Garcia, Paulo Sérgio
Franzolin, Fernanda
author_role author
author2 Franzolin, Fernanda
author2_role author
dc.contributor.author.fl_str_mv Garcia, Paulo Sérgio
Franzolin, Fernanda
dc.subject.por.fl_str_mv Biodiversidad
Examen nacional de la escuela secundaria
Estructura de preguntas.
Biodiversidade
Exame nacional do ensino médio
Estrutura das questões.
Biodiversity
National high school exam
Exam questions.
topic Biodiversidad
Examen nacional de la escuela secundaria
Estructura de preguntas.
Biodiversidade
Exame nacional do ensino médio
Estrutura das questões.
Biodiversity
National high school exam
Exam questions.
description Biodiversity is important for its ecosystem services, such as water supply, air, among others. Due to its importance, it is essential to investigate possible factors that influence its teaching, such as the National High School Exam, which has a strong influence on High School. In this study, we analyzed the questions of Biology, in the Natural Sciences exam, with knowledge related to biodiversity, from the National High School Exam, between 2009 and 2018, based on the structure, frequency, and distribution. To this end, a qualitative research approach was used, based on content analysis. The results indicated three findings that impose some reflections and concerns. The first is the fact that only one question of Biology, in 10 years, has the outline of multiple answers and none of them were of the assertion-reason type, a format indicated for the assessment of more elaborate and complex cognitive processes. The second showed that some questions did not follow the problem-solving model and had characteristics more associated with a type of question in which the simple memorization of information allowed the student to solve it. The third revealed a certain imbalance in the relationship between the topic and other areas of knowledge, a situation that could affect the teaching of biodiversity in high school, which is strongly influenced by the exam. Data from this survey can help in debates about the organization of biodiversity knowledge in the largest national exam.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-30
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://rsdjournal.org/index.php/rsd/article/view/20925
10.33448/rsd-v10i12.20925
url https://rsdjournal.org/index.php/rsd/article/view/20925
identifier_str_mv 10.33448/rsd-v10i12.20925
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/20925/18519
dc.rights.driver.fl_str_mv Copyright (c) 2021 Paulo Sérgio Garcia; Fernanda Franzolin
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Paulo Sérgio Garcia; Fernanda Franzolin
https://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 Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 12; e537101220925
Research, Society and Development; Vol. 10 Núm. 12; e537101220925
Research, Society and Development; v. 10 n. 12; e537101220925
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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