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Authors
Advisor(s)
Abstract(s)
Há vários anos que Portugal participa em vários estudos internacionais ligados à educação e
aprendizagem dos alunos, realizados por diversas organizações, em particular a International
Association for the Evaluation of Educational Achievement (IEA). Um dos mais recentes é o
International Computer and Information Literacy Study (ICILS), que procura avaliar as
competências dos alunos do 8.º ano de escolaridade em Tecnologias da Informação e da
Comunicação (TIC), focando-se em dois domínios principais: a Literacia em Computadores e
Informação (CIL) e o Pensamento Computacional (CT). Neste artigo procuramos analisar os
resultados gerais de Portugal e a diferenciação de género. Recorremos a uma metodologia
interpretativa, com base na análise dos relatórios e bases de dados produzidos(as) por diferentes
organizações. Os resultados revelam que Portugal se encontra no grupo de participantes que
registaram uma pontuação média superior ao ponto médio da escala ICILS. Revelou também
que existe diferenciação de género nos dois domínios avaliados.
Portugal has been participating in several international studies related to student education and learning, carried out by several associations, in particular the International Association for the Evaluation of Educational Achievement (IEA). One of the most recent is the International Computer and Information Literacy Study (ICILS), which seeks to assess the skills of students in the 8th year of school in Information and Communication Technologies (ICT), focusing on two main domains: Computer and Information Literacy (CIL) and Computational Thinking (CT). In this article we analyze the general results of Portugal and gender differentiation. We use an interpretive methodology, based on the analysis of reports and databases sought by different organizations. The results show that Portugal is in the group of participants who registered an average score higher than the midpoint of the ICILS scale. It also revealed that there is a gender differentiation in the two domains.
Portugal has been participating in several international studies related to student education and learning, carried out by several associations, in particular the International Association for the Evaluation of Educational Achievement (IEA). One of the most recent is the International Computer and Information Literacy Study (ICILS), which seeks to assess the skills of students in the 8th year of school in Information and Communication Technologies (ICT), focusing on two main domains: Computer and Information Literacy (CIL) and Computational Thinking (CT). In this article we analyze the general results of Portugal and gender differentiation. We use an interpretive methodology, based on the analysis of reports and databases sought by different organizations. The results show that Portugal is in the group of participants who registered an average score higher than the midpoint of the ICILS scale. It also revealed that there is a gender differentiation in the two domains.
Description
Keywords
Avaliação Computadores ICILS Literacia TIC
Citation
Rosa, Vítor (2020). A participação de Portugal no estudo ICILS. EduSer: Revista de Educação. ISSN 1645-4774. 12:2, p. 1-16
Publisher
Instituto Politécnico de Bragança