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Texto-base:
Leia o texto para responder às questões de números 47 a 52.
Since ChatGPT can engage in conversation and generate essays and graphs that closely resemble those created by humans, educators worry students may use it to cheat. The main reason students cheat is their academic motivation. Sometimes they are just motivated to get a high grade, whereas other times they wish to learn all that they can about a topic. The decision to cheat or not often relates to how academic assignments and tests are constructed and assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to cheat when assignments are designed in ways that encourage them to outperform their classmates. There is less cheating when teachers assign academic tasks that prompt them to work collaboratively and to focus on mastering content instead of getting a good grade.
An important way to boost students’ confidence is to provide them with opportunities to experience success. For example, suppose students are asked to attempt to design a hypothetical vehicle that can use gasoline more efficiently than a traditional car. Students who struggle with the project can use ChatGPT to break down the larger problem into smaller challenges or tasks. ChatGPT might suggest they first develop an overall concept for the vehicle before determining the size and weight of the vehicle and deciding what type of fuel will be used. Teachers could also ask students to compare the steps suggested by ChatGPT with steps that are recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com. 06.06.2023. Adaptado)
It is a main argument in the text:
Leia o texto para responder às questões de números 47 a 52.
Since ChatGPT can engage in conversation and generate essays and graphs that closely resemble those created by humans, educators worry students may use it to cheat. The main reason students cheat is their academic motivation. Sometimes they are just motivated to get a high grade, whereas other times they wish to learn all that they can about a topic. The decision to cheat or not often relates to how academic assignments and tests are constructed and assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to cheat when assignments are designed in ways that encourage them to outperform their classmates. There is less cheating when teachers assign academic tasks that prompt them to work collaboratively and to focus on mastering content instead of getting a good grade.
An important way to boost students’ confidence is to provide them with opportunities to experience success. For example, suppose students are asked to attempt to design a hypothetical vehicle that can use gasoline more efficiently than a traditional car. Students who struggle with the project can use ChatGPT to break down the larger problem into smaller challenges or tasks. ChatGPT might suggest they first develop an overall concept for the vehicle before determining the size and weight of the vehicle and deciding what type of fuel will be used. Teachers could also ask students to compare the steps suggested by ChatGPT with steps that are recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com. 06.06.2023. Adaptado)
It is a main argument in the text:
Resolução comentada
O argumento central é que o tipo de tarefa e a forma de avaliação determinam o uso do ChatGPT.
O texto afirma que a decisão de trapacear se relaciona a como tarefas e provas são construídas e avaliadas, e não à disponibilidade da tecnologia. Isso corresponde à alternativa C.
Análise das alternativas
A) O texto não defende banir usos ruins da tecnologia. B) Não afirma que a tecnologia sempre foi boa parceira. D) Não trata de ser inadmissível ensinar sem tecnologia. E) Não afirma que os chatbots já tenham melhorado as salas de aula.
Referência: Xie & Anderman, The Conversation (2023), texto-base.
Resolução comentada do VaiConcursos.