Analysis of National High School Examination physics issues in Bloom's revised taxonomy perspective (2014-2019)
In this paper, we present the results of a survey in which we analyzed 86 Physics items present in the 2014 to 2019 editions of the Exam. In the analysis, we used the revised two-dimensional table of Bloom's taxonomy, which articulates the knowledge dimension with the cognitive process dimensio...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2021
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35304 |
| Aporte de: |
| Sumario: | In this paper, we present the results of a survey in which we analyzed 86 Physics items present in the 2014 to 2019 editions of the Exam. In the analysis, we used the revised two-dimensional table of Bloom's taxonomy, which articulates the knowledge dimension with the cognitive process dimension. As main results, we found that knowledge of the conceptual type was required in 91.9% of the items, while knowledge of the procedural type was required in 1.2% of them. Regarding the dimension of the cognitive process, the category understand was requested in 36.0% of the items and applied in 48.8% of the analyzed items. The results indicate that, in the case of Physics, the educational objective prioritized in ENEM is the learning of conceptual contents for application in the resolution of exercises. |
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