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Desenvolvimento do pensamento computacional no 1.º CEB: Resultados de uma investigação na Prática de Ensino Supervisionada
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Advisor(s)
Abstract(s)
No contexto educativo atual, é essencial promover desde os primeiros anos de escolaridade, o desenvolvimento do pensamento computacional. Esta competência estimula o pensamento crítico e a resolução de problemas, capacitando os alunos para os desafios da crescente digitalização da sociedade. Para avaliar o impacto da integração do pensamento computacional na prática pedagógica e do uso da plataforma digital «Code.org», realizou-se uma investigação de natureza mista, combinando métodos qualitativos e quantitativos, no âmbito de uma investigação-ação. Durante seis semanas adotou-se a prática de entrelaçar as competências do pensamento computacional com os conteúdos programáticos, consolidando as aprendizagens adquiridas através de atividades na plataforma «Code.org». Recorrendo a instrumentos como um Teste de Pensamento Computacional, inquérito, entrevista semiestruturada, entrevista por “focus group” e observação participante, os resultados demonstraram melhorias nas competências avaliadas e também em competências transversais. A triangulação dos dados reforçou a validade das conclusões, evidenciando o impacto positivo e significativo desta abordagem no desenvolvimento do pensamento computacional dos alunos.
AbstracT: In the current educational context, it is essential to promote the development of computational thinking from the early years of schooling. This competence encourages problem solving and critical thinking, equipping students to face the challenges of an increasingly digital society. To evaluate the impact of integrating computational thinking into pedagogical practice and the use of the digital platform «Code.org», a mixed-methods investigation was conducted, combining qualitative and quantitative methods opting for action-research. Over six weeks, the practice of intertwining computational thinking skills with curricular content was adopted, consolidating the learning acquired through activities on the «Code.org» platform. Using instruments such as a Computational Thinking Test, survey, a semi-structured interview, a focus group, and participant observation, the results demonstrated improvements in the assessed skills and various transversal competencies. The triangulation of data reinforced the validity of the conclusions, highlighting the positive and significant impact of this approach on the development of students' computational thinking.
AbstracT: In the current educational context, it is essential to promote the development of computational thinking from the early years of schooling. This competence encourages problem solving and critical thinking, equipping students to face the challenges of an increasingly digital society. To evaluate the impact of integrating computational thinking into pedagogical practice and the use of the digital platform «Code.org», a mixed-methods investigation was conducted, combining qualitative and quantitative methods opting for action-research. Over six weeks, the practice of intertwining computational thinking skills with curricular content was adopted, consolidating the learning acquired through activities on the «Code.org» platform. Using instruments such as a Computational Thinking Test, survey, a semi-structured interview, a focus group, and participant observation, the results demonstrated improvements in the assessed skills and various transversal competencies. The triangulation of data reinforced the validity of the conclusions, highlighting the positive and significant impact of this approach on the development of students' computational thinking.
Description
Keywords
competências transversais pensamento computacional Code.org Code.org Computational thinking Transversal skills First cycle of basic education Supervised teaching practice
Pedagogical Context
Citation
MATOS, C. ; GIL, H. ; SILVEIRA, P. (2025) - Desenvolvimento do pensamento computacional: resultados de uma investigação no 1.º CEB. In INCTE2025, Bragança - Atas. p. 247-252.