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Algoritmia, programação por blocos e robótica - Projeto "Detetives por um dia" na disciplina de tecnologias de informação e comunicação do 5º ano
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Este relatório descreve a Prática de Ensino Supervisionada (PES) desenvolvida na Escola Básica D. António de Ataíde, na Castanheira do Ribatejo, numa turma do 5º ano do ensino regular na disciplina de Tecnologias de Informação e Comunicação. A PES tem como objetivo apresentar as interações desenvolvidas em contexto escolar, mediante observações de aulas, descrição das intervenções efetuadas e seus resultados. O intuito foi o de introduzir durante um período de 12 tempos de 50 minutos, alguns conceitos científicos de forma a promover o desenvolvimento do pensamento computacional dos alunos. Nesse sentido, foram implementadas algumas etapas lógicas, a começar pela algoritmia mostrando como os algoritmos estão presentes no nosso quotidiano, passando pela programação por blocos onde os alunos potenciam esse raciocínio lógico e, finalmente, a robótica onde os alunos tiveram a oportunidade de concretizar aquilo que criaram através de uma linguagem de programação e aplicá-la num robô. Para uma integração mais eficaz destas temáticas junto dos alunos, optei por desenvolver atividades no âmbito do tema "Detetives por um dia". Neste contexto, os alunos foram desafiados a decifrar enigmas, utilizando a criptografia como ferramenta, tornando assim as aprendizagens mais envolventes e motivadoras, obtendo uma recompensa no final (baú com moedas de chocolate). Na PES, foquei a dimensão investigativa nas temáticas de algoritmia e programação por blocos. As treze observações consecutivas que realizei, permitiram-me verificar que a turma, ao nível comportamental, era muito difícil de orientar e os tempos “mortos” que por vezes aconteciam em sala, permitiam uma dispersão de atenção dos alunos ainda mais acentuada, daí que a inclusão do tema “Detetives por um dia”, com o ponto de chegada ser a obtenção de um tesouro, fez com que os alunos se orientassem de uma forma mais capaz conseguindo, com esforço, alcançar os objetivos propostos em cada aula. Na dimensão investigativa pretendi recolher evidências de como os algoritmos informais de sequência de ações (como por exemplo os passos para escovar os dentes) são importantes para os alunos nas decisões que tomam em contexto de programação. Os resultados permitem observar que, globalmente, os objetivos foram atingidos, os alunos adquiriram e aplicaram os conceitos definidos na algoritmia e apresentaram na programação por blocos esses conhecimentos de forma satisfatória.
This report describes the Supervised Teaching Practice (STP) developed at D. António de Ataíde Basic School, in Castanheira do Ribatejo, in a 5th-grade regular class in the subject of Information and Communication Technologies. The STP aims to present the interactions developed in the school context, through classroom observations, description of interventions performed, and their results. The purpose was to introduce, over a period of 12 sessions of 50 minutes each, some scientific concepts to promote the development of students' computational thinking. To achieve this, several logical steps were implemented, starting with algorithmics, showing how algorithms are present in our daily lives, moving on to block programming where students enhance their logical reasoning, and finally, robotics where students had the opportunity to implement what they created through a programming language and apply it to a robot. For a more effective integration of these topics among students, I chose to develop the theme "Detectives for a Day". In this context, students were challenged to decipher puzzles using cryptography as a tool, thus making learning more engaging and motivating, with a reward at the end (a chest with chocolate coins). In the STP, I focused the investigative dimension on the themes of algorithmics and block programming, due to the available time. The thirteen consecutive observations I made allowed me to verify that the class, behaviorally, was very difficult to manage, and the "dead times" that sometimes occurred in the classroom allowed for an even more pronounced dispersion of the students´ attention. Hence, the inclusion of the theme "Detectives for a Day", with the endpoint being the acquisition of a treasure, helped students orient themselves in a more capable way, managing, with effort, to achieve the proposed objectives in each class. In the investigative dimension, I aimed to gather evidence of how informal algorithms of action sequences (such as steps to brush teeth) are important for students in the decisions they make in a programming context. The results show that, overall, the objectives were achieved; students acquired and applied the concepts defined in algorithmics and satisfactorily demonstrated this knowledge in block programming.
This report describes the Supervised Teaching Practice (STP) developed at D. António de Ataíde Basic School, in Castanheira do Ribatejo, in a 5th-grade regular class in the subject of Information and Communication Technologies. The STP aims to present the interactions developed in the school context, through classroom observations, description of interventions performed, and their results. The purpose was to introduce, over a period of 12 sessions of 50 minutes each, some scientific concepts to promote the development of students' computational thinking. To achieve this, several logical steps were implemented, starting with algorithmics, showing how algorithms are present in our daily lives, moving on to block programming where students enhance their logical reasoning, and finally, robotics where students had the opportunity to implement what they created through a programming language and apply it to a robot. For a more effective integration of these topics among students, I chose to develop the theme "Detectives for a Day". In this context, students were challenged to decipher puzzles using cryptography as a tool, thus making learning more engaging and motivating, with a reward at the end (a chest with chocolate coins). In the STP, I focused the investigative dimension on the themes of algorithmics and block programming, due to the available time. The thirteen consecutive observations I made allowed me to verify that the class, behaviorally, was very difficult to manage, and the "dead times" that sometimes occurred in the classroom allowed for an even more pronounced dispersion of the students´ attention. Hence, the inclusion of the theme "Detectives for a Day", with the endpoint being the acquisition of a treasure, helped students orient themselves in a more capable way, managing, with effort, to achieve the proposed objectives in each class. In the investigative dimension, I aimed to gather evidence of how informal algorithms of action sequences (such as steps to brush teeth) are important for students in the decisions they make in a programming context. The results show that, overall, the objectives were achieved; students acquired and applied the concepts defined in algorithmics and satisfactorily demonstrated this knowledge in block programming.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Algoritmos Robótica Tecnologias da informação e da comunicação Programação (Computadores) Informática - Estudo e ensino Relatórios da prática de ensino supervisionada - 2024