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Desenvolvimento do pensamento computacional no 1.º CEB : uma investigação na prática de ensino supervisionada
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Abstract(s)
No ambito do Mestrado em Educação Pré -Escolar e Ensino do 1.º Ciclo do Ensino Básico, foi elaborado o presente relato rio de estágio, que documenta as práticas pedagógicas realizadas em Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico. Este relatório inclui ainda um projeto de investigação intitulado "Desenvolvimento do Pensamento Computacional no 1.º CEB". Este estudo centra-se na seguinte questão-problema: "Qual o impacto da PES no desenvolvimento do pensamento computacional nos alunos do 1º CEB, com recurso a plataforma «Code.org»?”.
Atendendo ao contexto educativo atual, é fundamental desenvolver, desde os primeiros anos de escolaridade, as competências associadas ao pensamento computacional. Estas competências promovem a capacidade de resolução de problemas de forma lógica e sistemática, além de fomentar a criatividade e o pensamento crítico. Ao desenvolver tais competências, os alunos estarão mais bem preparados para se tornarem cidadãos proficientes, capazes de enfrentar e adaptar-se aos desafios e oportunidades proporcionados pela crescente digitalização da sociedade. A plataforma educativa «Code.org» mostra-se potencialmente eficaz na concretização deste objetivo, reforçando a importância da adoção de estratégias pedagógicas que respondam às exigências da era digital.
A metodologia adotada para esta investigação foi de natureza mista, combinando os me todos de pesquisa qualitativa e quantitativa, no âmbito da investigação-ação. Esta abordagem permitiu uma intervenção direta e reflexiva no contexto educativo, integrando as competências de pensamento computacional nos diferentes conteúdos programa ticos durante a pra tica pedagógica. As competências foram consolidadas através da participação em atividades na plataforma «Code.org». A investigação-ação revelou-se adequada para a adaptação e melhoria continua das estratégias pedagógicas.
Foram utilizados diversos instrumentos de recolha de dados, tais como o Teste de Pensamento Computacional de Marcos Gonzalez (2016), os inquéritos aplicados aos alunos, a entrevista semiestruturada à Orientadora Cooperante e o “focús group” com professoras do 1.º CEB, além da observação participante da qual resultaram as notas de campo.
A analise dos dados recolhidos e a sua correlação e triangulação, apontam que a utilização da plataforma «Code.org», aliada a pra tica pedagógica adotada durante a PES 1.º CEB, teve um impacto positivo e significativo no desenvolvimento do pensamento computacional dos alunos. Os alunos melhoraram em competências como a abstração, a decomposição, a repetição, a analise/definição de algoritmos, a sequenciação e o reconhecimento de padrões. Alem disso, foram observadas melhorias em competências transversais, tais como a criatividade, a capacidade de resolução de problemas, o trabalho em equipa e a motivação para a aprendizagem.
Conclui-se, assim, que a integração do pensamento computacional na PES, suportada por plataformas digitais como o «Code.org», beneficia o desenvolvimento das competências dos alunos e, consequentemente, o seu pensamento computacional.
Abstract: In the framework of the master’s degree in Pre-School Edúcation and Teaching in the 1st Cycle of Basic Edúcation, this internship report was prepared to docúment the pedagogical practices carried oút in Pre-School Edúcation and 1st Cycle of Basic Edúcation, Additionally, it inclúdes a research project entitled "Development of Compútational Thinking in Primary Edúcation." This stúdy focúses on the following research qúestion: "What is the impact of PES on the development of compútational thinking in primary school stúdents úsing the «Code.org» platform?” Given the cúrrent edúcational context, it is important to develop compútational thinking skills from the early years of schooling. These skills promote the ability to solve problems logically and systematically, as well as foster creativity and critical thinking. By developing these skills, stúdents will be better prepared to become competent citizens, capable of facing and adapting to the challenges and opportúnities presented by an increasingly digital world. The edúcational platform «Code.org» proves to be potentially effective in achieving this goal, reinforcing the importance of adopting pedagogical strategies that meet the demands of the digital age. The methodology adopted for this research was mixed, combining qúalitative and qúantitative research methods in the action-research modality. This approach allowed for direct and reflective intervention in the edúcational context, integrating compútational thinking skills into different programmatic contents dúring pedagogical practice. These skills were consolidated throúgh participation in activities on the «Code.org» platform. Action-research proved to be súitable for the continúoús adaptation and improvement of pedagogical strategies. Varioús data collection instrúments were úsed, súch as the Compútational Thinking Test by Marcos Gonza lez (2016), súrveys applied to stúdents, a semi-strúctúred interview with the Cooperating Mentor, and a focús groúp with primary school teachers, as well as participant observation, which resúlted in field notes. The analysis of the collected data, their correlation, and triangúlation indicate that the úse of the «Code.org» platform, combined with the pedagogical practice adopted dúring PES in Primary Edúcation, had a positive and significant impact on the development of stúdents' compútational thinking. Stúdents improved in skills súch as abstraction, decomposition, iteration, algorithm analysis/definition, seqúencing, and pattern recognition. Additionally, progress was observed in transversal skills súch as creativity, problem-solving ability, teamwork, and motivation for learning. It is conclúded that the integration of compútational thinking in PES, súpported by digital platforms like «Code.org», benefits the development of stúdents' skills and, conseqúently, their compútational thinking.
Abstract: In the framework of the master’s degree in Pre-School Edúcation and Teaching in the 1st Cycle of Basic Edúcation, this internship report was prepared to docúment the pedagogical practices carried oút in Pre-School Edúcation and 1st Cycle of Basic Edúcation, Additionally, it inclúdes a research project entitled "Development of Compútational Thinking in Primary Edúcation." This stúdy focúses on the following research qúestion: "What is the impact of PES on the development of compútational thinking in primary school stúdents úsing the «Code.org» platform?” Given the cúrrent edúcational context, it is important to develop compútational thinking skills from the early years of schooling. These skills promote the ability to solve problems logically and systematically, as well as foster creativity and critical thinking. By developing these skills, stúdents will be better prepared to become competent citizens, capable of facing and adapting to the challenges and opportúnities presented by an increasingly digital world. The edúcational platform «Code.org» proves to be potentially effective in achieving this goal, reinforcing the importance of adopting pedagogical strategies that meet the demands of the digital age. The methodology adopted for this research was mixed, combining qúalitative and qúantitative research methods in the action-research modality. This approach allowed for direct and reflective intervention in the edúcational context, integrating compútational thinking skills into different programmatic contents dúring pedagogical practice. These skills were consolidated throúgh participation in activities on the «Code.org» platform. Action-research proved to be súitable for the continúoús adaptation and improvement of pedagogical strategies. Varioús data collection instrúments were úsed, súch as the Compútational Thinking Test by Marcos Gonza lez (2016), súrveys applied to stúdents, a semi-strúctúred interview with the Cooperating Mentor, and a focús groúp with primary school teachers, as well as participant observation, which resúlted in field notes. The analysis of the collected data, their correlation, and triangúlation indicate that the úse of the «Code.org» platform, combined with the pedagogical practice adopted dúring PES in Primary Edúcation, had a positive and significant impact on the development of stúdents' compútational thinking. Stúdents improved in skills súch as abstraction, decomposition, iteration, algorithm analysis/definition, seqúencing, and pattern recognition. Additionally, progress was observed in transversal skills súch as creativity, problem-solving ability, teamwork, and motivation for learning. It is conclúded that the integration of compútational thinking in PES, súpported by digital platforms like «Code.org», benefits the development of stúdents' skills and, conseqúently, their compútational thinking.
Description
Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
Keywords
Competências transversais Pensamento computacional Plataforma «Code.org» Prática de Ensino Supervisionada Transversal Skills, Computational Thinking «Code.org» Platform Supervised Teaching Practice