Desempenho de graduandos de química da UFRN nas questões do ENADE (2011 a 2017) e sua relação com as habilidades de pensamento

• Ano de defesa: 2021
• Autor(a) principal: Souza, Dayana Miranda de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA
• Palavras-chave em Português: Química geral; ENADE; Habilidades de pensamento
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/46575

The current research emerge from the debate about large scale evaluation program of college students, the "ENADE", and what its results can show to the faculty of the assessed college courses. The focus of this dissertation was the undergraduate chemistry program at the Universidade Federal do Rio Grande do Norte. The ENAD exam have general and specific knowledge questions. Among the general knowledge questions, we evaluated those questions about general chemistry, because that subject cover concepts that are fundamental in the education either for licentiate or bachelor’s degree students. This formation also seeks to develop different mind skills (of low and high order). Our aim is analyzing the questions about general chemistry in the ENAD-Chemistry exam in 2011, 2014 and 2017, in which low order abilities, like decodify data and apply formulas, are mobilized. For that we identify general chemistry questions and its success rates; infer from the performance in the descriptors (of these questions) of the ENADE participants of the licentiate and bachelor's degree in chemistry at UFRN; analyze the performance of these courses for general chemistry knowledge. As results, we identified 7 questions that covers general chemistry content for its resolution. Of these, we identified 4 questions that mobilized level 1 thinking skills for its resolution. From the statistical analysis, we identified that the undergraduates had a good performance in the chemistry questions classified in level 1 (Cognitive Level of Difficulty) while they had a lower performance in the chemistry questions analyzed in this research. A possible inference of this result may be related to disciplinary knowledge. Regarding the analysis of the questions, it was possible to signal perspectives to contribute to the teaching staff of the IES.