Science competitions using technology: a study of the behavior of the participating schools in the CNC in Portugal

Abstract: In this work we investigate the dynamics of 143 schools of the 3rd cycle of Basic Education in Portugal, regarding the preparation and participation in online science competitions on curricular contents of Mathematics, Portuguese, Physics and Chemistry and Geology. An exploratory factorial analysis of empirical data concerning the competitions in 2015 was carried out, to analyze the characteristics inherent to schools’ performance. Four latent factors describing the schools’ behavior were identified: Quantitative Training, Qualitative Training, Proficiency and Users, which allowed us to verify that: (i) participation in mathematics competition is predominant; (ii) schools participating in two or three competitions present different preparation dynamics; (iii) schools involved only in Mathematics and Physics and Chemistry competitions seem to adopt a more articulated and efficient pedagogical strategy. Although all schools develop a preparatory work before competitions, the strategies used seem to be related to the combination of distinct disciplinary groups participating in the competitions.

摘要：本研究以葡萄牙基础教育第三阶段的143所学校为对象，探讨其在数学、葡萄牙语、物理、化学与地质学科课程内容相关的在线科学竞赛中的筹备与参赛情况。本研究针对2015年相关竞赛的实证数据开展探索性因子分析（Exploratory Factorial Analysis），以剖析学校参赛表现的内在特征。最终识别出四类描述学校参赛行为的潜在因子（latent factors）：量化训练、质性训练、参赛熟练度与参与群体。据此验证得到以下结论：（1）数学竞赛的参赛占比最高；（2）参与2项或3项竞赛的学校，其筹备模式存在显著差异；（3）仅参与数学与物理、化学竞赛的学校，所采用的教学策略更为系统且高效。尽管所有学校均会在竞赛前开展筹备工作，但所采用的策略似乎与参赛所涉及的不同学科组合密切相关。