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Desenvolvimento do pensamento computacional no 1.º CEB com a plataforma digital «Code.org»
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| 8.04 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Num contexto educativo cada vez mais mediado pelas tecnologias, é essencial desenvolver, desde cedo, competências para uma participação crítica na sociedade digital. Este artigo apresenta os resultados de uma investigação-ação com 26 alunos do 3.º ano do 1.º Ciclo do Ensino Básico, orientada para o desenvolvimento do Pensamento Computacional articulado com os conteúdos curriculares, recorrendo à plataforma «Code.org». Neste estudo, a programação foi utilizada como meio pedagógico para exercitar competências do PC. A intervenção estruturou-se em três fases sequenciais, integrando atividades de Matemática, Português e Estudo do Meio, combinadas com desafios de programação visual. A recolha de dados, de natureza mista, incluiu um Teste de Pensamento Computacional, questionários, entrevistas, focus group e observação participante. A triangulação (análise estatística e análise de conteúdo) permitiu avaliar resultados e o processo de ensino e aprendizagem, revelando melhorias nas competências de sequenciação, decomposição, abstração, definição de algoritmos, repetição e reconhecimento de padrões, bem como desenvolvimento na capacidade de resolução de problemas, motivação para a aprendizagem, trabalho em equipa e criatividade. Os resultados sustentam a relevância da integração intencional do PC e do «Code.org» no currículo como estratégia pedagógica para responder aos desafios da digitalização do ensino.
In an educational context increasingly mediated by digital technologies, it is essential to develop, from an early age, competences that enable critical participation in the digital society. This paper presents the results of an action research study with 26 pupils in the first cycle of primary education, aimed at developing Computational Thinking in articulation with curricular content, using the Code.org platform. In this study, programming was employed as a pedagogical means to exercise Computational Thinking competences. The intervention was structured into three sequential phases, integrating activities from Mathematics, Portuguese and Environmental Studies, combined with visual programming challenges. Data collection, of a mixed nature, included a Computational Thinking Test, questionnaires, interviews, a focus group and participant observation. Triangulation (statistical analysis and content analysis) enabled the evaluation of both outcomes and the teaching–learning process, revealing improvements in sequencing, decomposition, abstraction, algorithm definition, repetition and pattern recognition, as well as gains in problem-solving, motivation for learning, teamwork and creativity. The findings support the relevance of intentional integration of Computational Thinking and Code.org into the curriculum as a pedagogical strategy to address the challenges of the digitalisation of education.
In an educational context increasingly mediated by digital technologies, it is essential to develop, from an early age, competences that enable critical participation in the digital society. This paper presents the results of an action research study with 26 pupils in the first cycle of primary education, aimed at developing Computational Thinking in articulation with curricular content, using the Code.org platform. In this study, programming was employed as a pedagogical means to exercise Computational Thinking competences. The intervention was structured into three sequential phases, integrating activities from Mathematics, Portuguese and Environmental Studies, combined with visual programming challenges. Data collection, of a mixed nature, included a Computational Thinking Test, questionnaires, interviews, a focus group and participant observation. Triangulation (statistical analysis and content analysis) enabled the evaluation of both outcomes and the teaching–learning process, revealing improvements in sequencing, decomposition, abstraction, algorithm definition, repetition and pattern recognition, as well as gains in problem-solving, motivation for learning, teamwork and creativity. The findings support the relevance of intentional integration of Computational Thinking and Code.org into the curriculum as a pedagogical strategy to address the challenges of the digitalisation of education.
Description
Keywords
Pensamento computacional 1.º Ciclo do Ensino Básico Integração curssicular Computational thinking Primary education (first cycle) Curriculum integration Code.org
Pedagogical Context
Citation
MATOS, C. ; GIL, H. ; SILVEIRA, P. (2025) - Desenvolvimento do pensamento computacional no 1.º CEB com a plataforma digital «Code.org». In SIIE 2025 - XXVII Simpósio Internacional de Informática Educativa, Viseu 2025. p. 1-6.