Common Errors in Mechanical Physics among High School Graduates in Brazil

Autor/inn/en	Marcom, Guilherme Stecca; Villar, Renato Pacheco; Kleinke, Maurício Urban
Titel	Common Errors in Mechanical Physics among High School Graduates in Brazil
Quelle	In: Physics Education, 57 (2022) 1, Artikel 015008 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marcom, Guilherme Stecca) ORCID (Villar, Renato Pacheco) ORCID (Kleinke, Maurício Urban)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Problem Solving; High Stakes Tests; Mechanics (Physics); Science Instruction; High School Students; Exit Examinations; Science Tests; Test Items; Difficulty Level; Error Patterns; Knowledge Level; Foreign Countries; High School Graduates; Brazil + Suchen Sie Ihr Suchwort? Problemlösen; Mechanik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Final examination; Abschlussprüfung; Test content; Testaufgabe; Schwierigkeitsgrad; Fehlertyp; Wissensbasis; Ausland; Graduate; Graduates; Absolvent; Absolventin; Brasilien
Abstract	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%). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01