O uso de atividades de robótica e linguagem de programação para o desenvolvimento do pensamento computacional
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Data
2023-03-23
Autores
Chaves, Carolina Dias [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa está vinculada à linha “Processos Formativos, Ensino e Aprendizagem” do Programa de Pós-Graduação em Educação da FCT/UNESP e teve por objetivo investigar os elementos e pressupostos de uma sequência didática para o trabalho com o pensamento computacional em crianças, pautada na linguagem de programação e na robótica educacional. É uma pesquisa de natureza qualitativa, com uma abordagem do tipo pesquisa-intervenção, que buscou responder à seguinte questão: quais são as características de uma sequência didática, para o trabalho com Pensamento Computacional proposto, em 2011, pela International Society for Technology in Education (ISTE) e pela Computer Science Teachers Association (CSTA), em alunos entre sete e oito anos? Para tanto, foi constituída uma intervenção junto a um grupo de seis alunos (com idades entre sete e oito anos) em uma escola parceira, privada e não regular, que utilizou uma sequência didática elaborada com base na abordagem construcionista, proposta por Seymour Papert, no movimento Maker e na metodologia dos 4Cs, proposta pela Lego Education. Os instrumentos utilizados para a coleta de dados foram: registros escritos; audiovisuais e observação participante. A sequência didática foi constituída por oito aulas, com duração de uma hora e vinte minutos cada uma e abordou o tema “As máquinas que amamos”, escolhido pelos alunos. A análise dos dados ratificou a presença das características de vocabulários do Pensamento Computacional conforme proposto por ISTE/CSTA em 2011. Destacamos que todos os vocabulários estiveram presentes em pelo menos uma aula da sequência didática. Assim, com base na análise realizada, consideramos uma sequência didática, pautada em Linguagem de Programação e Robótica Educacional, que envolva atividades desconectadas e conectadas, que trabalhe com projeto engajador, no qual o tema seja escolhido pelo aluno, permitindo que ele seja o protagonista vivenciando as fases de conexão, construção e contemplação e compartilhamento de suas criações contribui para o desenvolvimento do pensamento computacional das crianças. Além disso, ressaltamos como essencial os elementos das atividades propostas na sequência didáticas, tais como: Coleta de dados; Análise de dados; Representação de dados; Abstração; Decomposição do problema; Algoritmos e procedimentos; Simulação; Paralelismo; e automação.
This research is linked to the line “Formative Processes, Teaching and Learning” of the Graduate Program in Education at FCT/UNESP and aimed to investigate the elements and assumptions of a didactic sequence for working with computational thinking in children, based on programming language and educational robotics. This is a qualitative research, with an intervention-research type approach, which sought to answer the following question: what are the characteristics of a didactic sequence, for work with Computational Thinking proposed, in 2011, by the International Society for Technology in Education ( ISTE) and by the Computer Science Teachers Association (CSTA), in students between seven and eight years old? To this end, an intervention was carried out with a group of six students (aged between seven and eight years old) in a partner, private and non-regular school, which used a didactic sequence based on the constructionist approach, proposed by Seymour Papert , in the Maker movement and in the 4Cs methodology, proposed by Lego Education. The instruments used for data collection were: written records; audiovisual and participant observation. The intervention lasted eight classes, lasting one hour and twenty minutes each and addressed the theme “The machines we love”, chosen by the students. Data analysis confirmed the presence of Computational Thinking stages characteristics according to the standard by ISTE/CSTA in 2011. It should be noted that all stimuli occur in at least one class of the didactic sequence. Thus, based on the analysis carried out, we can consider that a didactic sequence that involves disconnected and connected activities, works with an engaging project, in which the theme is chosen by the student, allowing him to be the protagonist, being able to connect, build, contemplate and share your creations. Finally, we can say that the didactic sequence elaborated, based on Programming Language and Educational Robotics, which uses the PC guidelines proposed by ISTE/CSTA (2011), providing evidence of elements of the didactic sequence, such as: Data collection; Data analysis; Data representation; Abstraction; Decomposition of the problem; Algorithms and procedures; Simulation; Parallelism; and automation, is allied to the development of Computational Thinking in children.
This research is linked to the line “Formative Processes, Teaching and Learning” of the Graduate Program in Education at FCT/UNESP and aimed to investigate the elements and assumptions of a didactic sequence for working with computational thinking in children, based on programming language and educational robotics. This is a qualitative research, with an intervention-research type approach, which sought to answer the following question: what are the characteristics of a didactic sequence, for work with Computational Thinking proposed, in 2011, by the International Society for Technology in Education ( ISTE) and by the Computer Science Teachers Association (CSTA), in students between seven and eight years old? To this end, an intervention was carried out with a group of six students (aged between seven and eight years old) in a partner, private and non-regular school, which used a didactic sequence based on the constructionist approach, proposed by Seymour Papert , in the Maker movement and in the 4Cs methodology, proposed by Lego Education. The instruments used for data collection were: written records; audiovisual and participant observation. The intervention lasted eight classes, lasting one hour and twenty minutes each and addressed the theme “The machines we love”, chosen by the students. Data analysis confirmed the presence of Computational Thinking stages characteristics according to the standard by ISTE/CSTA in 2011. It should be noted that all stimuli occur in at least one class of the didactic sequence. Thus, based on the analysis carried out, we can consider that a didactic sequence that involves disconnected and connected activities, works with an engaging project, in which the theme is chosen by the student, allowing him to be the protagonist, being able to connect, build, contemplate and share your creations. Finally, we can say that the didactic sequence elaborated, based on Programming Language and Educational Robotics, which uses the PC guidelines proposed by ISTE/CSTA (2011), providing evidence of elements of the didactic sequence, such as: Data collection; Data analysis; Data representation; Abstraction; Decomposition of the problem; Algorithms and procedures; Simulation; Parallelism; and automation, is allied to the development of Computational Thinking in children.
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Palavras-chave
Sequência didática, Pensamento computacional, Robótica educacional, Linguagem de programação, Movimento maker, Following teaching, Computational thinking, Educational robotics, Programming language, Maker movement