National High School Examination Research Articles

Dissertações e teses em História e Epistemologia da Matemática: contribuições para a abordagem da Geometria Espacial no Ensino Médio

The present article adopts as an object of study dissertations and theses in History and Epistemology of Mathematics of Brazil in the period between 1990 and 2010 of the stricto sensu postgraduate programs that present historical information on topics related to Space Geometry (High School), The objective is to investigate the didactic potential of the Research. We also suggest didactic referrals that can somehow be used in our teaching practice, provided that there is a treatment of this information before its application in the classroom so that the content can be taught in the best way possible according to students’cognitive potential and also to the reality of each school environment. In order to select the theses and dissertations, we used the three current trends in the history of mathematics, according to the cartography of the researches in this area, carried out by Mendes (2014). To identify if a study covered High School content , we used as a parameter the areas of knowledge of the National High School Examination (SEM). This article may be useful to widely disseminate these publications so as to enable the dissemination of the mathematical contents that can approach the concepts of Space Geometry in High School, for once these dissertations and theses are defended, they are forgotten in libraries.

HIGH SCHOOL NATIONAL EXAMINATION AND ITS IMPLICATIONS FOR ENVIRONMENTAL SCIENCE TEACHING

The National High School Examination (ENEM) is a government policy instituted by the Ministry of Education with the aim of evaluating this teaching stage, also serving as an alternative to access the Higher Education at the main universities of the country, through programs such as the System Unified Selection (SiSU), the University for All Program (ProUni) and Student Funding (FiES). Despite the reformulations it has undergone lately, the exam creates obstacles that can imply teacher autonomy and teaching, compromising the local and integrated approach to environmental themes. The aim of the present study is to discuss the implications of ENEM for the Environmental Science teaching. For this, preliminary bibliographic data such as articles indexed in the CAPES database and documentaries were collected through the analysis of the Human Sciences and Nature Sciences tests applied in 2016, which proved the little approach to local environmental themes in that year, prevailing those of global and the most developed region of the country, contradicting the interdisciplinary proposal of the examination. Thus, it is observed that the ENEM rarely addressed local questions in its tests, and the school should use other pedagogical instruments to improve the effectiveness of Environmental Science Teaching.

OFICINA DE APRENDIZAGEM: UMA PROPOSTA METODOLÓGICA NA FORMAÇÃO DO ESTUDANTE DO ENSINO MÉDIO

O objetivo principal da escola atual é desenvolver competências que permitam ao aluno alcançar sucesso pessoal e profissional, visando dar espaço para que cada um possa aprender a utilizar os seus saberes para atuar com eficiência. O presente estudo teve como objetivo investigar as habilidades e competências que se convergem aos eixos estruturadores do Enem, que os alunos desenvolveram ao participarem de uma oficina de aprendizagem. Analisou-se, inicialmente, as convergências entre as competências que a oficina propõe e aquelas exigidas pelos documentos oficiais, como o ENEM – Exame Nacional do Ensino Médio e o PCN – Parâmetros Curriculares Nacionais. Para tanto, foi analisada a oficina intitulada “The Big Bang” desenvolvida com alunos do Ensino Médio. A oficina contempla a perspectiva das Ciências da Natureza e suas Tecnologias, na disciplina de Biologia. Levantou-se quais as convergências entre as competências propostas pelo ENEM, PCN e o texto da oficina. Após este levantamento, verificou-se quais destas competências se convergiram aos eixos estruturadores do Enem: contextualização, interdisciplinaridade e situação-problema. Pode-se observar que a metodologia proporciona a possibilidade de desenvolvimento das competências e habilidades, porém, ressalta-se que a forma como é trabalhada acerca da importância de compreender nuances do processo de ensino-aprendizagem, a clareza dos conceitos de competências e habilidades, a trans e interdisciplinaridade e, principalmente, como as Diretrizes Curriculares estão implicadas em todo o contexto educacional, devem dar sentido aos critérios que os docentes devem utilizar para alcançar os objetivos pedagógicos e, que, muitas vezes, estes indicadores não estão claros no processo de ensino-aprendizagem para os educadores, necessitando de uma conscientização para que a ação do ensinar tenha uma maior eficácia.

Conteúdos ambientais no ensino de química: análise dos currículos, dos livros didáticos e matrizes de avaliação nacional no Brasil

As pesquisas em educação em ciências hoje reclamam que é preciso formar sujeitos responsáveis nas ações, e críticos da realidade sócio ambiental; para isto se requer professores, organizações curriculares e avaliações que trabalhem nesta perspectiva. Assim, foi feita uma pesquisa para determinar a correspondência entre o ensino, a aprendizagem e a avaliação dos conteúdos ambientais nos currículos e livros didáticos para o ensino de química no Brasil. Fizemos uma análise de conteúdo dos parâmetros curriculares em sete livros de química e, nas provas “Exame Nacional do Ensino Médio: ENEM”. Encontramos que o ensino de química entorno aos conteúdos ambientais e as estratégias de ensino, no que tem a ver com o ambiental, nos parâmetros curriculares e na maioria de livros didáticos analisados, estão de acordo com os referenciais das pesquisas atuais em didática das ciências e na educação ambiental. Mas, nas provas de avaliação ENEM há pouco conteúdo relacionado com o ambiental, e estes poucos estão descontextualizados e se apresentam de maneira tradicional; portanto, não atendem às políticas educacionais ambientais, o que significa que há desarticulação entre o que se propõe ensinar de acordo com as políticas educacionais e o que se avalia nesta prova nacional.

Content Validity and Authenticity of the 2012 English Test in the Senior High School National Examination

This paper discusses content validity and authenticity of the English testitems in National Examination (UN) year 2012. It is worth discussion because UN,which was administered nationally, was the most important standardized test toassess Indonesian students competence. The study aimed to find out how valid thecontent of the English test items of National Examination year 2012 for senior highschools isand how authentic the English test items of National Examination year2012 for senior high schools is. The writers employed a qualitative research withdocument analysis to conduct the analysis of both content validity and authenticityof the English test items. The data were obtained from the document and analyzedby using checklists. Besides, to maintain the validitiy of the analysis, a triagulationwas done by distributing aquestionnaire to four experts in language assessment.There were twofindings resulted form the analysis. First, the content of the NationalExamination year 2012 was 98.8% valid since almost all of the contents wererelevant to the test specifications. However, there were three reading test versionswhich failed to represent kinds of texts, namely explanation text. Second, theNational Examination year 2012 met the criteria of authenticity with percentage79.5% since some listening and reading test items failed to conform to authenticitycriteria. Natural language use, the relevance of the test topics, and real-worldrepresentativeness became problematic aspects to meet the higher standard ofauthenticity.DOI: https://doi.org/10.24071/llt.2013.160103

Universality, correlations, and rankings in the Brazilian universities national admission examinations

We analyze the scores obtained by students who have taken the ENEM examination, The Brazilian High School National Examination which is used in the admission process at Brazilian universities. The average high schools scores from different disciplines are compared through the Pearson correlation coefficient. The results show a very large correlation between the performance in the different school subjects. Even though the students’ scores in the ENEM form a Gaussian due to the standardization, we show that the high schools’ scores form a bimodal distribution that cannot be used to evaluate and compare students performance over time. We also show that this high schools distribution reflects the correlation between school performance and the economic level (based on the average family income) of the students. The ENEM scores are compared with a Brazilian non standardized exam, the entrance examination from the Universidade Federal do Rio Grande do Sul. The analysis of the performance of the same individuals in both tests shows that the two tests not only select different abilities, but also lead to the admission of different sets of individuals. Our results indicate that standardized tests might be an interesting tool to compare performance of individuals over the years, but not of institutions.

Orações adjetivas em redações: estratégias de estruturação textual e de organização da informação

Resumo: Este trabalho tem por objetivo analisar, através de uma pesquisa qualitativa, descritiva e documental, a recorrência de orações subordinadas adjetivas em redações de candidatos ao Exame Nacional no Ensino Médio (ENEM) submetidas à avaliação pelo portal UOL Educação. Após a coleta dos dados e da triagem dos conectivos e das orações adjetivas, levantamos algumas hipóteses de cunho didático, confrontando os dados com os fundamentos teóricos de Bagno (2011) e Castilho (2012). Em um diagnóstico geral do corpus analisado, no que se refere à recorrência no uso dos pronomes, identificamos: maior recorrência (predomínio) no uso do pronome relativo que; poucos/raros os casos de uso dos pronomes onde / em que / qual / quem (e suas variações); uso do pronome relativo cujo (e suas variações) inexistente. Em relação à recorrência no uso das orações adjetivas, temos: predomínio no uso das adjetivas restritivas; raros casos de adjetivas livres; utilização da oração adjetiva cortadora. Com base nos aspectos de referenciação, coesão e sequenciação, encontramos: problemas na utilização do pronome adequado. Palavras-chave: Orações subordinadas adjetivas. Estratégias de relativização. Ensino de sintaxe.

Kriteria Seleksi Masuk Fakultas Kedokteran sebagai Prediktor Presentasi Akademik

Background: Selection of students into medical school should have two distinct purposes: to enroll students that most likely to succeed in their academic and clinical year, and subsequently become competent and professional medical practitioner. Numbers of applicants and numbers of students accepted in Faculty of Medicine of Maranatha Christian University (MCU) was tend to increase each year. The selection of medical students was based on General Admission Test (GAT) prepared by admission committees of MCU. To improve the selection procedure, since 2009, the Faculty developed Medical Faculty Admission Test (MFAT) as additional selection tool to assess cognitive attributes in basic biomedical sciences. The objective of this study was to evaluate how well the selection criteria predict academic performance, and to identify if there were any aspects of prior academic history and student’s characteristic that correlate with subsequent students performance during medical program.Method: We studied students cohort of the 2009. Selection criteria were GAT and MFAT. Prior academic performance explained by student’s score on National High School Examination (NHSE) and student’s score on biology. Academic performance was defined as cumulative first year Grade Point Average (GPA). Correlation between GPA and selection criteria or student’s characteristic was calculated using Pearson’s correlation coefficient. Multiple regressions was performed for each outcome variable with all variables included. Statistical significance was set at p < 0,05Results: There were 167 students included in this study. Bivariate correlation analysis with Pearson’s correlation showed that MFAT (= 0,354,p<0,01) and GAT ( r=0,301, p<0,01) were correlated with student’s academic performance. The results of multivariate analysis with multiple regression showed that MFAT and GAT are predictors of first year academic performance defined by GPA (R multiple = 0,404, p<0,001).Conclusion: Medical Faculty of MCU selection criteria ere correlated with academic performance.

Content Validity and Authenticity of the 2012 English Test in the Senior High School National Examination

Content Validity and Authenticity of the 2012 English Test in the Senior High School National Examination

ANÁLISE DA PRESENÇA DE CONTEÚDOS DE ASTRONOMIA EM UMA DÉCADA DO EXAME NACIONAL DO ENSINO MÉDIO (1998-2008)

No presente trabalho fizemos uma análise da presença de conteúdos de Astronomia nas provas do Exame Nacional do Ensino Médio (ENEM), em sua primeira década de existência (1998-2008). Verificamos a quantidade de questões envolvendo essa temática que estiveram presentes no decorrer dos anos, assim como os temas mais recorrentes. Discutimos os resultados a partir do que é proposto pelos documentos oficiais em relação ao ensino de Astronomia na Educação Básica e tecemos alguns apontamentos sobre a expectativa futura quanto à presença de conteúdos dessa ciência nesse exame oficial.

Interaksi antara Remaja, Ayah, dan Sekolah serta Hubungannya dengan Tingkat Stres dalam Menghadapi Ujian Nasional pada Siswa SMA

National Examination is one of reference of evaluation to increase the quality of education in Indonesia. In High School National Examination 2009, there is increasing of the amount of examination subjects. Those were become six subjects from only three in the previous year. The students in the third year who facing the National Examination was easier to get stress. Stress level in them can be minimalized by their interaction with family and school environtment. The research design was cross sectional study with 76 high school students as samples that determined by simple random sampling. Analysis data consisted of Independent sample's difference T-test and Mann Whitney, Spearman’s correlation, and multiple linear regretion. The result of this research showed that stress level in girls were higher than boys. The result also showed that stress was caused by less interaction with father and school. Parenting which tend to mutual and communicative interaction with father would also give a better interaction quality. If father could optimize his role to do a good parenting, their children would also overcome their stress well.

O ENEM como indutor de políticas públicas para melhoria da qualidade do Ensino Médio

Este texto apresenta um panorama analítico das reformas ocorridas na educação básica brasileira nos anos finais do século XX, na interpretação de um dos articuladores no Ministério da Educação, Cultura e Desportos (MEC) e Instituto Nacional de Pesquisas Educacionais Anísio Teixeira (INEP) dos processos de elaboração, sistematização, análise e divulgação dos resultados de avaliação de sistemas de ensino brasileiro: o historiador Sérgio Tiezzi, ex-assessor especial do Ministro Paulo Renato de Souza – da Educação, e posteriormente, colaborador da professora Maria Helena Guimarães de Castro na articulação da reestruturação, modernização e gestão do INEP e implementação do Exame Nacional de Ensino Médio (ENEM).

Modelação Curricular do Ensino Médio: análise de prescrições legais e do papel da avaliação dos sistemas de ensino

O texto examina a redefinição curricular proposta para o ensino médio, em âmbito legal. Para tanto, analisa os fundamentos que orientam as Diretrizes Curriculares Nacionais para o Ensino Médio, bem como o Exame Nacional do Ensino Médio O referencial que orientou a análise é a Teoria Crítica da Sociedade, especialmente os estudos de Adorno e Horkheimer que tratam da ideologia da racionalidade tecnológica e da educação. Constatou-se que a ênfase dada ao desenvolvimento de competências básicas, vinculadas ao mundo do trabalho e à prática social, presente nas orientações legais e no ENEM, aparece como elemento que assimila parte das críticas dirigidas por especialistas à capacidade do sistema brasileiro de ensino em auxiliar a desenvolver cidadãos capazes de operar em um mundo globalizado, porém, verificou-se que esse elemento inovador não tem sido capaz de formar indivíduos autônomos, críticos e criativos, tendo em vista o modo concreto de operação do sistema educacional na sociedade contemporânea. Além disso, verificou-se que o ENEM tem cumprido um papel indutor das reformas, colocando em xeque a autonomia curricular dos sistemas de ensino, na medida em que expande progressiva e significativamente sua função de selecionar os jovens ao ensino superior, possibilitando a intervenção e o controle do estado sobre essa etapa da escolarização.

O processo de elaboração de tarefas didácticas alternativas para o ensino e aprendizagem de Matemática como possibilidade de trabalho em curso de formação de professores de Matemática

In this paper, we focus on the process of developing some alternative tasks for teaching and learning mathematics, aiming to help train mathematics teachers when encouraging them to adopt alternative methodologies in the classroom, using the available materials to the teacher. Based on some questions from university entrance examinations and the High School national examination in Brazil, our initial intention was to observe if it would be possible to restructure these questions having an alternative approach to teaching. In this approach, a mathematics investigation having an educational proposal was put forward, in which it is argued that mathematical knowledge is developed by means of a balance between logical and intuitive aspects at levels which are ever increasingly developed in a dynamic process and spiral form. Following this research, we came up with five tasks to teach functions, presenting them as a suggestion to apply alternative approaches for mathematics teaching. The possibility of reformulating these questions shows us the versatility that mathematics teachers can have when trying to work with other alternative teaching approaches different from the traditional ones. Finally, we understand that this process should be focused on teacher training, starting in undergraduate degree in mathematics teaching in subjects, such as the practice or methodology of teaching where various approaches for teaching and learning mathematics are dealt with.

The Comparison of the Monolingual and Bilingual Japanese Students in The English Achievement

Article is intended to know whether the monolingual or bilingual Japanese students are better in the English achievement and whether the exposure of English influences the ability. The data were taken from 60 Japanese students who are supposed to fill in the questionnaires regarding their language background. The English achievement data were taken from the students’ scores in Senior High School National Examination and the data further were compared to the TOEFL English score. The analysis is carried out using ANOVA analysis. This research indicates that monolinguals are better learners in English and exposure is proved to influence the students’ ability in English.

Postpartum maternal moods and infant size predict performance on a national high school entrance examination.

In an earlier series of studies, we documented the effects of feeding practices and postnatal maternal mood on the growth and development of 226 Barbadian children during the first few months of life. In this report, we extend our earlier studies by examining predictive relationships between infant size, feeding practices and postpartum maternal moods and scores on a national high school examination, the Common Entrance Examination (CEE), at 11 to 12 years of age. Feeding practices, anthropometry, and maternal moods, using Zung depression and anxiety scales and a morale scale, were assessed at 7 weeks (n = 158), 3 months (n = 168), and 6 months (n = 209) postpartum. Background variables including sociodemographic and home environmental factors were also assessed during infancy. CEE scores on 169 of the children in the original study were obtained from the Ministry of Education of Barbados. In our sample of 86 boys and 83 girls, we found that reduced infant lengths and weights at 3 and 6 months of age were predictive of lower CEE, especially math scores. Children who were smaller at these early ages had significantly lower scores on the examination than did larger children. Postpartum maternal moods, including reports of despair and anxiety, were also found to be significant predictors of lower CEE scores, especially English scores. However, breast-feeding and other feeding practices were not directly associated with the CEE scores. Background variables, which significantly predicted lower CEE scores, included young maternal age at the time of her first pregnancy, more children in the home, less maternal education, and fewer home conveniences. Significant associations between infant anthropometry, maternal moods and CEE scores were all significant even when these background variables were controlled for. These findings have important implications for developing interventions early in life to improve academic test scores and future opportunities available to children in this setting.

Children and famine: long‐term impact on development

ABSTRACTThe current and long‐term effects of famine and malnutrition on cognitive and behavioral development are reviewed. The brain is vulnerable to the effects of insults during critical periods of brain development from the second trimester of pregnancy until 2 years of age. Malnutrition experienced at these ages will have lifelong consequences that are not reversed by adequate nutrition. Long‐term effects of prenatal, postnatal and childhood malnutrition have been reported even after a long period of recovery from the illness itself. We summarize results of our longitudinal study in Barbados in which we followed individuals, now 28–34 years of age, who experienced moderate to severe malnutrition during their first year of life and a healthy comparison group from the same classrooms. Our studies showed that malnutrition had a negative impact on cognitive and behavioral functioning throughout childhood and adolescence, even after controlling for socioeconomic conditions and other factors in the home environment. The most striking finding in our series of studies was a fourfold increase from 15% to 60% in the frequency of attention deficit disorder following infantile malnutrition. Attention deficits persisted at least through adolescence and was closely associated with poor performance on a national high school examination at 11 years of age. We conclude that, under conditions of famine, it is important to include early and comprehensive interventions to reverse not only medical conditions resulting from malnutrition, but also cognitive and behavioral deficits arising from famine. In the absence of appropriate interventions, compromised behavioral function may continue long beyond the episode, may impact on the quality of life over the long‐term of survivors, and increase costs to society.

The Long-Term Effects of Early Kwashiorkor Compared with Marasmus. IV. Performance on the National High School Entrance Examination

This is one of a series of studies on the long-term effects of early childhood malnutrition in Barbadian school children. This is the first report of the relationship between early malnutrition and later performance on a national examination administered to all 11-y-old children in Barbados to assign high school seats. We compared scores achieved on the 11-plus examination by 103 boys and girls with histories of marasmus or kwashiorkor with those obtained by 63 healthy comparison children and also with scores obtained by the total island population of children during the same years. We report that children with histories of either type of malnutrition confined to infancy had significantly lower scores on the national high school examination than healthy comparison children. Reduced 11-plus scores were closely associated with teacher reports of attention deficits in the classroom documented when the children were as young as 5 to 8 y of age and also with IQ and academic performance. Early malnutrition had independent effects on performance on the 11-plus examination even when home environmental conditions were controlled for. These findings have important implications for future opportunities available to children with histories of infantile malnutrition.