Teacher and Students’ Perceptions of the Teaching and the Science Questions of PISA 2015
DOI:
https://doi.org/10.28976/1984-2686rbpec2019u299328Keywords:
PISA, Scientific Literacy, Science EducationAbstract
This research aimed to characterize the perceptions of a teacher and their students regarding the teaching and the science questions of the Programme for International Student Assessment (PISA) of 2015. Data were collected through a focus group with 12 students who participated in the PISA 2015 and a semistructured interview with the school's science teacher. From the Discursive Textual Analysis (DTA), categories emerged for these groups of participants of the study. For the teacher, three categories emerged, namely: 1) Perceptions about PISA: 2) Perceptions about contents of sciences; and 3) Perceptions about teacher education. For the group of students, three categories emerged: 1) Perceptions about PISA; 2) Perceptions about types of scientific knowledge; and 3) Perceptions of the student's scientific literacy. It was possible to verify that the PISA test is esteemed neither by the school nor by the students, that there is a lack of perspective of the students in relation to the school’s objectives and the systemic evaluations. A difficulty was also encountered in developing scientific literacy, highlighting possible indicators for the poor outcome in the science assessment of PISA.
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