Please use this identifier to cite or link to this item: http://repositorio.ufpa.br:8080/jspui/handle/2011/11792
Title: Análise de aproximações das concepções presentes em questões associadas ao ensino de química aplicadas no novo ENEM com as concepções do enfoque CTS
Other Titles: Analysis of the approximations of the conceptions present in issues associated to the teaching of chemistry applied in the new Enem with the conceptions of the STS approach
metadata.dc.creator: SOUZA, Jorge Raimundo da Trindade
BRITO, Licurgo Peixoto de
Keywords: Enfoque CTS
Ensino de química
Enem
STS approach
Chemistry teaching
Issue Date: Jun-2019
Publisher: Universidade Federal do Pará
Citation: SOUZA, Jorge Raimundo da Trindade; BRITO, Licurgo Peixoto de. Análise de aproximações das concepções presentes em questões associadas ao ensino de química aplicadas no novo ENEM com as concepções do enfoque CTS. Amazônia: Revista de Educação em Ciências e Matemáticas, Belém, v. 15, n. 33, p. 116-133, jan./jun. 2019. DOI: http://dx.doi.org/10.18542/amazrecm.v15i33.5464. Disponível em: http://repositorio.ufpa.br/jspui/handle/2011/11792. Acesso em: .
Abstract: The National High School Examination (Enem) comprehends the evaluation of skills and competences fundamental to the exercise of citizenship, one of the objectives of the Science, Technology and Society (STS) approach. This qualitative research, which also adopts quantitative standards, has the objective of analyzing STS concepts in the issues associated to the chemistry teaching of this exam, in the period between 2009 to 2015 (new Enem), and the factors that influence these relations. For this, it was necessary to analyze the content and the structure of the questions associated to the teaching of Chemistry, examining if and how occurred the approximation of these questions with the principles of the STS educational perspective, and what conditions determine the mediation of this relation of proximity. As an instrument for analyzing the questions, the Discursive Textual Analysis (ATD) was used. Among the 156 analyzed questions, which are pertinent to the teaching of Chemistry, 46.1% did not present an approximation with the principles of the STS approach; 32.1% showed an apparent relationship with these assumptions and 21.8% were associated with the principles of the STS approach. The results showed that the questions of the new Enem presented proximity, at different levels, to the theoretical principles of the STS approach.
URI: http://repositorio.ufpa.br/jspui/handle/2011/11792
ISSN: 2317-5125
Appears in Collections:Artigos Científicos - ICEN

Files in This Item:
File Description SizeFormat 
Artigo_AnaliseAproximacoesConcepcoes.pdf257,06 kBAdobe PDFView/Open


This item is licensed under a Creative Commons License Creative Commons