National High School Examination Research Articles

Global and ontosemiotic meanings of mathematical practices: an analysis of the didactic-mathematical skills and knowledge of students on Internships in High School

This article discusses aspects of the formation of didactic-mathematical skills and knowledge of students on a Mathematics Degree course based on the development and analysis of an activity that involved a question from the National High School Examination focusing on a linear function. The investigation, of which the activity is part, was inserted in a qualitative perspective and took as theoretical support the Ontosemiotic Approach with regard to the training of Mathematics teachers. Results lead to the understanding that it is important to have reflective and problematizing training, enabling future teachers to be teacher-researchers. With regard to the development of competence and didactic-mathematical knowledge, there is a commitment on the part of academics to develop resolutions based on didactic principles necessary for pedagogical mediation suitable for high school students.

Equating of standardized science subjects tests using various methods: which is the most profitable?

A good test set can be reflected in the quality of the items. It can measure the ability of the test takers reasonably even though they are distributed in several question packages. This study uses an exploratory, descriptive method to determine the equivalence of standardized test sets in science subjects for junior high schools in Indonesia. The data were obtained from the database of Junior High School National Examination results in the subject of Natural Sciences, which consisted of 5 question packages with 40 items/package. The equating technique uses the Item Response Theory 3 PL approach with the help of R Studio Software. The research results show that the national exam questions, which consist of 5 question packages, have a good level of item difficulty and all guesses. However, the discrimination index and several items obtained unfavorable results. In addition to the results of equating the graphical method using the closeness of the test characteristic curve, the Stocking & Lord methods produce the most equivalent scores. These findings can be a reference for test developers or researchers in the field of measurement to produce better and more accurate test kits.

Three-dimensional geometric perceptions in ENEM: a contribution from GeoGebra for mathematics teachers in Brazil

"This article presents a didactic situation focused on geometric reasoning using 3D GeoGebra, using the concepts Theory of Didactical Situations (TDS). The objective of this work is to bring a didactic proposal for the teaching of Spatial Geometry, working with the students' geometric perception, oriented and elaborated based on the dialectic of TDS - action, formulation, validation, and institutionalization. For its construction, a question from the National High School Examination (ENEM) was used about polyhedra, worked in an intuitive way. Finally, it is pointed out that TDS associated with technology has great potential to leverage the student's geometric reasoning, satisfying what is sought to develop in school curricula. "

Proposals on Reform of Test Questions of Senior High School Entrance Examination and National College Entrance Examination Based on Educational Measurement

Question setting technology of senior high school entrance examination and national college entrance examination awaits some reform. on the basis of educational measurement principles.Following are seven proposals on such reform. for respective question types in the two examinations,for the reference of question originators.Firstly,the number of the correct choice(s) for choice questions can be made uncertain, disturbance options can be added,and point assigning can be conducted in accordance with different ratings.Secondly,multiple answers can be provided for certain blank-filling questions.Thirdly,redundant known conditions can be given for calculating questions,and points may be made respectively for different solutions.Fourthly,experiment questions shall attach greater importance to examining students’ abilities of assimilating and applying experimental methods,of questioning and detecting,and of exploring and innovating, as well as the rigorousness of their scientific attitude.Fifthly,some unnecessary,useless and even false information can be offered for question-and-answer questions.Sixth,self-selected topics can be set for composition writing,and assessing technology shall be optimized.Seventh,integrated interdisciplinary questions can be taken into the test.Eighth,audio questions can be added to test students’ hearing and observing abilities.

THE EFFECT OF SELF REGULATED LEARNING, HIGH SCHOOL MAJORS, AND NATIONAL EXAMINATION SCORES ON ACADEMIC ACHIEVEMENT OF ACCOUNTING STUDENTS IN JAKARTA

The purpose of this research is to determine the impact of self-regulated learning (SRL), high school majors and national examination scores on academic achievement of accounting students in Universities in Jakarta. The data is collected with questionnaires with random sampling method and the samples obtained are 150 samples. The method of analysis is by using multiple linear regression. The results show that there is no significant relationship between self-regulated learning (SRL) and academic achievement (AA), high school majors (HSM) show results that have a negative and significant effect on academic achievement, while for the national examination scores (NES), it can be concluded that there is significant positive relationship between the national examination scores and academic achievement.

Diferentes modelos formativos em saúde e as concepções estudantis sobre atendimento médico humanizado

Abstract Since 2009, there have been two training models promoting medical training at the Federal University of Bahia: the traditional and the cycle system. The curricular changes aimed to guide the professional profile for a better performance at the Brazilian Unified Health System and to develop a greater understanding of human diversity, illness and care. This study analyzed whether these models have produced different conceptions about what humanized care means to medical students. The similitude analysis was used, with the support of the Iramuteq software for data treatment. It was observed that both groups share conceptions centered on the patient; however, students graduating from the Interdisciplinary Bachelor Degree in Health demonstrated that they based their ideas on an expanded concept of health considering its various determinants. Students enrolled in the course through their grades at the National High School Examination, exposed perceptions of the topic considering necessary ethical and humanistic aspects but limited to the direct contact between doctor and patient. It is concluded that the previous training in the Interdisciplinary Bachelor’s Degree in Health could be responsible for the development of the students’ critical assessment of the concept of health and the importance of the Humanization of Care.

Different training models in health and student conceptions of humanized medical care.

Since 2009, there have been two training models promoting medical training at the Federal University of Bahia: the traditional and the cycle system. The curricular changes aimed to guide the professional profile for a better performance at the Brazilian Unified Health System and to develop a greater understanding of human diversity, illness and care. This study analyzed whether these models have produced different conceptions about what humanized care means to medical students. The similitude analysis was used, with the support of the Iramuteq software for data treatment. It was observed that both groups share conceptions centered on the patient; however, students graduating from the Interdisciplinary Bachelor Degree in Health demonstrated that they based their ideas on an expanded concept of health considering its various determinants. Students enrolled in the course through their grades at the National High School Examination, exposed perceptions of the topic considering necessary ethical and humanistic aspects but limited to the direct contact between doctor and patient. It is concluded that the previous training in the Interdisciplinary Bachelor's Degree in Health could be responsible for the development of the students' critical assessment of the concept of health and the importance of the Humanization of Care.

Longitudinal Study on Biodiversity in Ten Years of National High School Exam

Background: Biodiversity is essential for its instrumental, scientific, and political values, and its knowledge is vital to promote its preservation. Objectives: This study identified and analysed the presence of knowledge related to biodiversity in Biology and/or multidisciplinary items in the National High School Examination (ENEM) over ten years between 2009 and 2018. Design: Longitudinal study, based on qualitative methodology. Setting and participants: Education and science experts participated in the analyses. Data collection and analysis: Data were collected on the INEP website. Analyses performed by researchers and an expert panel. Results: We found a clear prevalence of the category “Ecology and Environmental Sciences” in the items, which is in agreement with the literature. However, we also found a disproportionate distribution of questions concerning the categories of the reference matrix of the discipline of Biology. Furthermore, there is significant variability in the theme in different years. We discussed the consequences for curriculum and conservation. Conclusions: There is an imbalance that reveals a dominant trend, acting as a structuring element of the questions, that silences other major areas of Biology and can influence the curriculum and practices of secondary school teachers. The high variability of the occurrence of the biodiversity theme in Biology tests suggests a non-harmonic relationship, which may be associated with the statistical demands of the IRT modelling, between the selection of questions and the reference matrix of the Biology categories, with possible consequences for the curriculum.

O ACESSO DO ESTUDANTE COM DEFICIÊNCIA VISUAL À EDUCAÇÃO SUPERIOR: ANÁLISE DOS MICRODADOS DO EXAME NACIONAL DO ENSINO MÉDIO (ENEM)

ABSTRACT: The Brazilian National High School Examination (called ENEM) is the main instrument of access to Brazilian Higher Education, and its results are also used by public policies for state-subsidized places. Thus, this study aimed to analyze the access to Higher Education of people with visual impairments (PwVi), to investigate factors related to academic performance in the ENEM large-scale assessment, through the analysis of microdata from the 2017 and 2018 editions. Based on the exploratory research methodology, with a quantitative approach, this study investigated the participation, socioeconomic and demographic characteristics, and the performance of PwVi in the exam compared to participants without disabilities, to identify vulnerabilities in the access of the PwVi to Higher Education. The results showed the low participation of PwVi in the exam, in addition to the fact that they have lower family income, older age, less female participation, and less concentration in the South and Southeast regions of Brazil to participants without disabilities. The performance analysis points out that the PwVi had similar results to people without disabilities, thus demystifying the concept of incapacity related to people with disability. However, the results varied according to the severity of the disability, signaling possible accessibility issues in the exam, thus jeopardizing participants with more severe visual impairment. It was concluded that the education policies of access to Higher Education, which use the ENEM score, do not apply to part of this population, excluded from the benefits of Higher Education subsidized by the State.

Common errors in mechanical physics among high school graduates in Brazil

Research on problem-solving strategies has been conducted since the 1940s. Experts and novices use different strategies in problem solving; the main difference is in the familiarity with which they face new problems. For multiple-choice problems, an analysis of distractors can provide possible clues about the resolution processes developed by examination candidates and reveal some learning difficulties. Thus, this study analysed data from the Brazilian National High School Examination (ENEM) because it holds great importance at the national level and mobilizes millions of candidates due to its advantages, such as admission to high social demand courses in public universities in Brazil. Our main objective was to identify some of the difficulties high school graduates face in mechanical physics. Thus, we analysed the rate of alternatives for a sample of six million students, finding that practically all the mechanics items indicated that there was no priority model in the item resolution process. Considering this finding, we concluded that the mechanics items at ENEM could be deemed difficult to solve, also indicating a greater variety of errors that students comment on. To analyse these possible mistakes made by students, we applied the analysis on distractors, which represent the reasoning hypotheses that students make when solving an item incorrectly. The analysis revealed the existence of a large set of errors in the knowledge of these students, such as mathematical immediacy (40%), symbolic forms (22%), non-scientific conception (22%), intuitive reasoning (9%), and analysis of the wrong images provided by the item (9%).

Evidências Desfavoráveis ao Postulado de Cargas Fatoriais Simples do Exame Nacional do Ensino Médio (ENEM)

The National High School Examination (ENEM) has a restricted measurement model characterized by the assumption that the marker items in each domain are exclusively linked to their target domain. Previous studies suggest, through indirect evidence, that this model may not be valid. However, this postulate has not yet been directly assessed. In this study, this assumption was investigated through factor analysis of the items of the ENEM 2011 edition. Two models were tested. The first, called Thurstone's simple structure, represents the measurement model of the ENEM. The second, of crossed loadings, refute this model. The crossed loadings model was the only one that presented a good fit to the data according to all the indices employed. The evidence found is unfavorable for the assumption of simple factor loadings of the measurement model of the ENEM, indicating issues of validity and in the quality of the scores produced.

AN ANALYSIS OF HIGH ORDER THINKING SKILL (HOTS) IN ENGLISH QUESTIONS OF JUNIOR HIGH SCHOOL NATIONAL EXAMINATION 2018/2019

AN ANALYSIS OF HIGH ORDER THINKING SKILL (HOTS) IN ENGLISH QUESTIONS OF JUNIOR HIGH SCHOOL NATIONAL EXAMINATION 2018/2019 *Ade Dama Yanti **Rika, S.Pd., M.Hum. **Tiarnita Maria Sarjani Br. Siregar, S.Pd., M.Hum. ABSTRACT Ade Dama Yanti. 2161121001. An Analysis of High Order Thinking Skill (HOTS) in English Questions of Junior High School National Examination 2018/2019. A Thesis. English Education Program. State University of Medan, 2020. This study aimed to find out the level of thinking skills and to describe out the thinking skills distributed in English National Examination for Junior High School academic year 2018/2019 based on HOTS of Revised Taxonomy Bloom (2001). There are three level thinking skills in HOTS, the first is anyze skill which has the subskills of differentiating, organizing, and attributing. The second is evalute skill which has the subskills of checking and critiquing. The third is create skill which has the subskills of generating, planning, and producing. In solving the problems, this study used descriptive qualitative method. The data were obtained through documentation. There were four packages of the English National Examination which consisted of 50 questions in every package. The total of the questions were 200 questions. In analyzing the data, the researcher used the techniques of observation and the documentary analysis. The findings showed that the four packages applied analyze skill and evaluate skill of HOTS which were 18,5% of analyze skill and 4% of evaluate skill out of 200 questions. While for the distribution of the subskills, for the analyze skill had all the subskills except the differetiating skill and for the evaluate skill had all the subskills in the questions of the four packages. Keywords: English Questions, HOTS, National Examination

A Educação Física no novo Enem: um estudo analítico de conteúdo

Desde 2009, a Educação Física (EF) está presente no Exame Nacional do Ensino Médio (Enem), inaugurando sua participação em exames de larga escala na educação básica. Este estudo se dedica às questões dessa disciplina no Enem, desde sua inserção até 2019, e tem como objetivo analisar seu conteúdo ante a intencionalidade do exame e oconhecimento dessa disciplina. Os resultados apontam, nas 43 questões identificadas, uma inadequação dos conteúdos da EF, por desconsiderarem as habilidades e os objetos de conhecimento específicos indicados pela matriz do exame, além dos próprios conflitos no campo do currículo refletidos nas provas. Ao final, questionamos a fidedignidade do exame como instrumento avaliativo, assim como seu papel de incitar mudanças no campo do currículo.

Physics at ENEM and in the technical chemistry course at the Instituto Federal Do Amapá (IFAP): A curricular comparison

The National High School Examination (ENEM) is an evaluative and selective tool for students to enter higher education. The Federal Institutes of Education, Science and Technology (FIs) are institutions created by the Federal government with the objective of training competent professionals. The purpose of this study is to compare the content of the Physics questions of the National High School Examination (ENEM) between the years 2014 to 2018 with the curriculum content of the technical chemistry course at the Federal Institute of Amapá (IFAP). The teaching of physics in the technical course in Chemistry at IFAP does not present a division that prioritizes the subjects most present in ENEM. ENEM usually contextualizes its questions. This could be a common practice in high school physics, as it would help in your better understanding. In addition, it is necessary not to fragment the content during teaching, nor as its composition with other subjects. The IFAP technical course would not be the appropriate place of study for those who just want to finish high school. The content goes beyond what is required, but with cutouts focused on the technical part, including laboratory practices and strictly technical disciplines. The absence of interdisciplinarity and contextualization makes it difficult to absorb the content, forming students with difficulty in thinking about physics.

High School Chemistry and Enem: A curricular comparison

The National High School Exam (ENEM) is an assessment consisting of an essay and multiple choice questions. This assessment aims to measure the knowledge acquired during high school. The purpose of this article is to compare the content of the questions of the Chemistry component of the National High School Examination (ENEM) between the years 2014 to 2018 with the curriculum content of the technical chemistry course at the Federal Institute of Amapá (IFAP). The research was carried out using chemistry questions from the National High School Exam (ENEM) taken from the Super Professor (software) program. The content taught in the three years of the technical course in chemistry at the Federal Institute of Amapá (IFAP) meets the requirements of the National High School Exam (ENEM). The workload is also sufficient for the development of basic and technical disciplines. The content analysis demonstrates that, as it is a technical course, it provides in-depth knowledge, which increases the subsidy for carrying out the ENEM. This content is formed by theory and also by a great practical experience (laboratory). Practical knowledge helps enormously the fixation of learning and provides knowledge to discuss the contents.

EDUCAÇÃO FÍSICA E O CORPO TRAVESTI – UMA PROPOSTA DE ESTUDO

Este estudo faz parte de uma proposta de pesquisa sobre corpo e Educacao Fisica com objetivo de compreender a inclusao das travestis no sistema escolar, identificar as intervencoes e possibilidades praticas de um curriculo multicultural e compreender como a educacao fisica pode excluir ou potencializar a corporalidade travesti. Partimos da hipotese que ainda existem poucas propostas de intervencao pedagogica ancoradas no conceito de curriculo multiculturalista, embora o cenario contemporâneo aponte para um incremento e ampliacao das discussoes acerca do tema. A segunda hipotese e que as aulas de Educacao Fisica escolar parecem nao ter avancado consideravelmente como o espaco de inclusao para o corpo travesti . Esta primeira etapa da pesquisa trata de um levantamento bibliografico acerca do tema. O estudo sera realizado pelo metodo de pesquisa analitica de revisao bibliografica, composto de leitura exploratoria, seletiva e interpretativa, utilizando as palavras chaves: Corporalidade Travesti e Educacao Fisica Escolar atraves das bases de dados Scielo, Periodico Capes e Google Academico. Foram utilizadas como fontes bibliograficas artigos cientificos entre 2016 e 2020 visando identificar aspectos contemporâneos. Ate o momento a literatura indica que tais publicados problematizacoes sao escassas na area da Educacao Fisica Escolar Sacie-lo e o campo ainda nao esta preparado para incluir a corporalidade travesti em suas praticas pedagogicas, tampouco existem propostas definidas ou postulacoes encaminhadas que abarquem essas pessoas em suas diferencas e potencialidades.

Physical Education on the National High School Exam in Brazil: Analysis of the Questions from 2009-2017

Since 1998, a national assessment policy called the National High School Examination (ENEM) has been implemented in Brazil. In 2009, it underwent modifications that included the content of the exam questions related to Physical Education. The paper analyzes how Physical Education is addressed by the questions and what relationships are established with other areas of knowledge. It is characterized as a qualitative research of an exploratory nature and uses the documentary critical analysis as a methodology. The sources are: 49 questions related to Physical Education from nine editions of the test (2009 to 2017); the National Curricular Guidelines for High School; the Basic Document of ENEM, and the Reference Matrix of ENEM. The results demonstrate that the content of Physical Education is presented in the questions in two different ways: a) as a purpose, understood as the act of using them to achieve the objectives attributed to different body practices and; b) as a means of interacting with other areas of knowledge. The conclusions reveal that the attributed uses and meanings exceed its practical dimension and reinforce the multidisciplinary character of Physical Education, interacting with the different areas of curricular knowledge in Brazil’s high schools.

UMA ANÁLISE DO DESEMPENHO DOS PARTICIPANTES E DO CONTEÚDO ABORDADO EM ITENS DE GENÉTICA E BIOLOGIA EVOLUTIVA DO EXAME NACIONAL DO ENSINO MÉDIO (ENEM): IMPLICAÇÕES CURRICULARES

Nas últimas décadas, a Genética e a Biologia Evolutiva se tornaram áreas promissoras e intrigantes para a sociedade. No entanto, apesar de seus conceitos passarem a ser considerados importantes na formação de cidadãos críticos e com responsabilidade social, professores e estudantes continuam a relatar dificuldades ao longo do processo de ensino-aprendizagem nessas áreas. Visando compreender e mensurar as dificuldades existentes por parte dos estudantes brasileiros, foi realizada uma pesquisa de natureza documental, de abordagem quanti-qualitativa, por meio da qual foram analisados o desempenho dos participantes e o conteúdo dos itens das provas regulares de Ciências da Natureza, referentes ao Exame Nacional do Ensino Médio de 2012 a 2016. Os resultados obtidos permitiram elencar fatores e objetos do conhecimento relacionados ao menor rendimento dos participantes em itens de Genética e Biologia Evolutiva, quando comparado às demais áreas da Biologia e das Ciências da Natureza. Assim, evidenciando a necessidade de mudanças no ensino-aprendizagem para uma aprendizagem significativa da Genética e da Biologia Evolutiva, bem como identificando aspectos a serem considerados durante a elaboração de itens avaliativos, tais como a construção de alternativas equilibradas entre si, o uso da linguagem científica e a apresentação do problema de forma objetiva e clara, por meio de contextualização adequada. Ao longo desse trabalho são incentivadas reflexões acerca do currículo escolar de Ciências e Biologia e proposta a abordagem de conceitos básicos da Genética e da Biologia Evolutiva, de forma gradativa e coerente com o desenvolvimento dos estudantes e as habilidades da BNCC, desde o Ensino Fundamental.

A Comparative Study on The Comprehensive Difficulty of Junior High School National Examination

Mathematics’ National examination is conducted annually in all countries. Including Indonesia and China. but there are only a few researchers who make observations about the difficulty of the national exams in each country. There is not even a paper comparing the national exams in 2 countries. So in this study, This article compares the comprehensive difficulty of the Nanjing and Nanning test mathematics’ National examination questions from the five difficulty factors of background factors, cognitive level, reasoning ability, calculation level, and knowledge content. The method in this research is a mix method, using qualitative and quantitative for maximum data analysis results. The results show that, in terms of background factors, the test questions of Nanning paper The comprehensive difficulty is higher than that of the Nanjing paper. In the other four factors, the comprehensive difficulty of the Nanjing paper is slightly higher than that of the Nanning paper. The comprehensive difficulty coefficient of the two sets of test papers is slightly larger in terms of the calculation level and the cognitive level. The set of test papers basically maintains a balance of difficulty in the five factors. Based on the results of the research.

Inequality in practice: materialism in Brazilian schools in times of pandemic / Inequality in practice: materialism in Brazilian schools in times of pandemic

Based on theoretical references (theses, dissertations, literary chronicles), the text provides an overview in the form of a reflection on the problem of inequality in education in Brazil during the pandemic period. The focus is on secondary school youth (mainly affected by the National High School Examination - ENEM) and their mental health. The article has three main objectives; 1) Reflection and critical reading 2) Thinking about the importance of effective actions and practices 3) Showing the relevance of quality education (as opposed to conservative political thinking in vogue in Brazil). With the analyses, it was possible to notice an intensification of inequalities in the Brazilian political scenario in the year 2020.