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Advisor(s)
Abstract(s)
Neste artigo apresentamos uma análise sobre um dos domínios de literacia do Programme for
International Student Assessment (PISA): Resolução Colaborativa de Problemas (RCP). Comparativamente a
outras literacias avaliadas pelo PISA (Leitura, Ciências, Matemática, Financeira), a RCP tem sido pouco
estudada em Portugal. Recorremos a uma metodologia interpretativa com base nos relatórios e bases de
dados produzidos(as) por diferentes organizações. Os resultados revelam que Portugal está no topo da
escala relativamente à valorização de relações e valorização do trabalho em equipa, apontando que os
estudantes portugueses de15 anos se sentem integrados socialmente, que os rapazes obtêm avaliações
globais inferiores às raparigas, seguindo as tendências internacionais e que existe uma diferenciação entre
regiões da NUTS III. Na análise correlacional feita entre as pontuações de RCP e de outras International Large
Scale Assessments (ILSA), verificou-se que há uma correlação estatisticamente significativa, positiva,
somente com os três domínios do PISA-2015 – Leitura, Matemática e Ciências.
In this article we present an analysis of one of the literacy domains of the Program for International Student Assessment (PISA): Collaborative Problem Solving (CPR). Compared to other literacies assessed by PISA (Reading, Science, Mathematics, Finance), CPR has been little studied in Portugal. We use an interpretative methodology based on reports and databases produced by different organizations. The results show that Portugal is at the top of the scale in relation to valuing relationships and valuing teamwork, pointing out that 15-year-old Portuguese students feel socially integrated, that boys obtain lower overall assessments than girls, following international trends, and that there is a differentiation between NUTS III regions. In the correlational analysis made between the scores of CPR and other International Large Scale Assessments (ILSA), it was found that there is a statistically significant correlation, positive, only with the three domains of PISA-2015 – Lecture. Mathematics and Science.
In this article we present an analysis of one of the literacy domains of the Program for International Student Assessment (PISA): Collaborative Problem Solving (CPR). Compared to other literacies assessed by PISA (Reading, Science, Mathematics, Finance), CPR has been little studied in Portugal. We use an interpretative methodology based on reports and databases produced by different organizations. The results show that Portugal is at the top of the scale in relation to valuing relationships and valuing teamwork, pointing out that 15-year-old Portuguese students feel socially integrated, that boys obtain lower overall assessments than girls, following international trends, and that there is a differentiation between NUTS III regions. In the correlational analysis made between the scores of CPR and other International Large Scale Assessments (ILSA), it was found that there is a statistically significant correlation, positive, only with the three domains of PISA-2015 – Lecture. Mathematics and Science.
Description
Keywords
PISA Literacias Resolução colaborativa de problemas NUTS III
Citation
Rosa, Vítor; Maia, João Sampaio; Mascarenhas, Daniela (2022). O PISA 2015 e resolução colaborativa de problemas: os resultados dos alunos portugueses. EduSer - Revista de Educação. ISSN 1645-4774. 14:1, p. 1-11
Publisher
Instituto Poitécnico de Bragança