Featuring the new ENEM’s issues of chemistry in the perspective of the scientific literacy

Abstract:

The objective of this research is to analyse to what extent the chemistry issues of National High School Examination (ENEM) during 2009-2015 evaluate the scientific literacy (SL). It dialogues with previous research to discuss the internal consistency of the exam and moves forward by listing a new aspect, SL. The method used is qualitative. A reference matrix and chemistry issues were treated by content analysis, with an assignment in theoretical categories. The results showed a divergence between the relevant skills and competences referring to SL and presents in a reference matrix the chemistry issues, respectively, 17.4% and 86.6% (category Terms, knowledge and fundamental scientific concepts), 65.2% and 13.4% (category Science, technology, society and environment) and 17.4% and 0% (category nature of science and ethical and political factors). In the end, it is recommended that the exam evaluate, significantly, all the SL’s proposals presented in reference matrix.

Keywords:
Scientific literacy; Chemistry examination; High School; National High School Examination