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Pensamento computacional dos alunos no final do 1º ciclo do ensino básico
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Orientador(es)
Resumo(s)
O Pensamento Computacional é uma das thinking habilities, que potencia o aprender a
pensar, ao mapear e resolver problemas, requerendo pensamento em múltiplos níveis de
abstração. Considera-se assim um conceito essencial na aprendizagem das diversas áreas
disciplinares devendo a integração dos seus conceitos ser iniciada precocemente.
O presente trabalho pretende percecionar a aquisição de competências de Pensamento
Computacional pelos alunos de 4º ano, das escolas envolvidas no estudo; 6 escolas públicas e
2 escolas privadas, todas da região da Grande Lisboa. Este trabalho foi desenvolvido numa
parceria com o Centro de Competência em Tecnologias e Inovação do Instituto de Educação
da Universidade de Lisboa (C2Ti), por ser também do seu interesse e âmbito de estudo.
Desta forma, os alunos envolvidos realizaram atividades unplugged (desligadas – em
formato analógico), de modo a aferir a aquisição de competências de Pensamento
Computacional ao longo do 1º ciclo do ensino básico, sem que tenha havido contacto
intencional com atividades digitais potenciadoras da aprendizagem destas competências.
Neste trabalho é apresentado o estado da arte no que respeita ao conceito de
Pensamento Computacional e as suas possíveis correspondências com a aprendizagem no 1º
CEB, estabelecendo-se também uma breve relação com as Orientações Curriculares para as
TIC no 1º CEB.
O mapeamento dos resultados obtidos, decorrentes da aplicação do teste de validação
de competências de Pensamento Computacional (PC) – BCTt, permitiu verificar que os
alunos desenvolveram, com maior evidência, competências de PC referentes aos conceitos
relacionados com Sequências, Ciclos Simples e Ciclos Encadeados. Embora com menor
destaque, de referir também o desenvolvimento de competências relacionadas com os
conceitos relativos a Estruturas Condicionais While.
As conclusões apresentadas dão assim resposta às questões de investigação definidas,
já que os resultados sugerem que os alunos desenvolveram competências de PC no final do 1º
CEB, sem que tenha ocorrido contacto intencional com tecnologias promotoras destas
competências.
Por último, são apresentadas as limitações encontradas ao longo deste estudo,
podendo este trabalho ser a base para investigações futuras.
Computational Thinking (CT) is one of the thinking skills, which enhances learning how to think, mapping, and solving problems, requiring thinking at multiple abstraction levels. It is considered an essential concept in the learning of the different subject areas and its integration should start early. The present work intends to understand the acquisition of Computational Thinking Skills by Grade 4 students, at the schools involved in the study; 6 public schools and 2 private schools, all from the Greater Lisbon region. This work was developed in partnership with the Center for Competence in Technologies and Innovation of the Institute of Education of the University of Lisbon (C2Ti) since it is also the institute’s interest and field of study. This way, the students involved carried out unplugged activities (unplugged – in analog format), to assess the acquisition of Computational Thinking Skills throughout primary education, without intentional contact with digital activities that enhanced their learning skills. This work presents the state of the art regarding the concept of Computational Thinking and its possible correlations with learning during primary years, also establishing a brief relationship with the Curriculum Guidelines for ICT in primary education. The mapping of the results obtained from the application of the Computational Thinking (CT) validation test – BCTt, allowed us to verify that the students developed, with greater evidence, CT competencies referring to concepts related to Sequences, Simple Cycles, and Chained Cycles. Although less prominent, it is also worth mentioning the development of skills connected to the concepts related to Conditional While Structures. The conclusions presented, therefore, answer the initial research questions, as the results suggest that students developed CT skills until the end of primary education, without intentional contact with technologies promoting these skills. Finally, the limitations found throughout this study are presented, and this paper may be the basis for future investigations.
Computational Thinking (CT) is one of the thinking skills, which enhances learning how to think, mapping, and solving problems, requiring thinking at multiple abstraction levels. It is considered an essential concept in the learning of the different subject areas and its integration should start early. The present work intends to understand the acquisition of Computational Thinking Skills by Grade 4 students, at the schools involved in the study; 6 public schools and 2 private schools, all from the Greater Lisbon region. This work was developed in partnership with the Center for Competence in Technologies and Innovation of the Institute of Education of the University of Lisbon (C2Ti) since it is also the institute’s interest and field of study. This way, the students involved carried out unplugged activities (unplugged – in analog format), to assess the acquisition of Computational Thinking Skills throughout primary education, without intentional contact with digital activities that enhanced their learning skills. This work presents the state of the art regarding the concept of Computational Thinking and its possible correlations with learning during primary years, also establishing a brief relationship with the Curriculum Guidelines for ICT in primary education. The mapping of the results obtained from the application of the Computational Thinking (CT) validation test – BCTt, allowed us to verify that the students developed, with greater evidence, CT competencies referring to concepts related to Sequences, Simple Cycles, and Chained Cycles. Although less prominent, it is also worth mentioning the development of skills connected to the concepts related to Conditional While Structures. The conclusions presented, therefore, answer the initial research questions, as the results suggest that students developed CT skills until the end of primary education, without intentional contact with technologies promoting these skills. Finally, the limitations found throughout this study are presented, and this paper may be the basis for future investigations.
Descrição
Dissertação de mestrado, Educação (Especialidade em Inovação em Educação), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Pensamento computacional Tecnologias digitais Inovação Ensino básico (1º ciclo) Teses de mestrado - 2021