THE PRESENCE OF MEMES IN NATURE SCIENCE TESTS
Keywords:Natural sciences, multimodal genres, memes, revised Bloom's taxonomy
The present study aimed to investigate how the multimodal meme genre has been mobilized in tests in the area of Natural Sciences (Chemistry, Physics and Biology), having as analysis material the notebooks of the National High School Exam (Exame Nacional do Ensino Médio - ENEM), as well as the traditional and series entrance exam of state and federal public universities applied in the last 20 years (from 2001 to 2021), making use, for this, of the Revised Bloom Taxonomy. This is a qualitative and quantitative research, of the documentary type, carried out through data collection and analysis. The results show that only five memes were present in the evidence tests and that three of the identified memes presented the dimension of effective/factual knowledge, while the other two, in turn, manifested conceptual knowledge. The perceived dimensions of cognitive processes relate to the first three levels, namely: remember (level 1), understand (level 2) and, finally, apply (level 3), through questioning, in a humorous way. Regarding the contents approached in the memes, four are from Chemistry (acids and bases; general characteristics of the liquid state; periodic properties; covalent bonds), and one from Biology (cytology: cytoplasmic organelles). No memes related to the area of Physics were found. The study also revealed an incipient number of memes in the entrance exams of the analyzed universities, as well as an absence of this genre in the ENEM, thus pointing to the need for greater promotion and investigation of this artifact of digital culture.
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Copyright (c) 2023 Jozélio Agostinho Lopes, Bruno Silva Leite
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