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Ensino de programação em linguagem "C/C++" com o Arduíno Uno e plataforma TinkerCad
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Resumo(s)
O presente relatório insere-se no âmbito da intervenção pedagógica com prática de ensino supervisionada da unidade de crédito-Introdução à Prática Profissional-IV-, do Mestrado em Ensino de Informática, da Universidade de Lisboa. Pretende fazer a descrição de observações de aulas e de atividades de “ensino / aprendizagem” de programação, realizadas na Escola Secundária de Sacavém, no âmbito da Intervenção Pedagógica com Prática de Ensino Supervisionada, nomeadamente no que diz respeito a: Caracterização da Escola e respetiva turma, Matriz do curso - TGPSI – Técnico de Gestão e Programação de Sistemas de Informação-, caracterização da disciplina - PSI- Programação e Sistemas de Informação-, caracterização do módulo - Programação estruturada, objetivos das aprendizagens, competências a adquirir, conceitos a ensinar, cenários de aprendizagem, planeamento, metodologias e estratégias de aprendizagem, componente investigativa e avaliação.
No que concerne a metodologias de aprendizagem, foram principalmente utilizadas as metodologias baseadas em problemas (PBL) e baseadas em projetos (PjBL).
A componente investigativa da intervenção pedagógica com prática de ensino supervisionada, integrou três problemas de investigação. Um problema de investigação relacionado com a (PBL), um problema de investigação relacionado com (PjBL) e um problema de investigação relacionado com a estratégia de aprendizagem implementada através de imagens de objetos tangíveis.
Os cenários de “ensino / aprendizagem” foram suportados pela plataforma LMS – MoodleCloud- e pela plataforma online de aprendizagem Tinkercad, onde os alunos desenvolveram a maior parte das atividades de aprendizagem de programação, num ambiente virtual emulador da placa Arduíno Uno e do ambiente Arduíno IDE. Através da utilização da plataforma de aprendizagem TinkerCad, placa Arduíno Uno, ambiente Arduíno IDE, juntamente com a integração de diversos componentes eletrónicos montados virtualmente em placas de ensaio virtuais, foi possível criar cenários de aprendizagem inovadores para o ensino de programação, que implicaram a utilização
de diversas estratégias e metodologias de “ensino / aprendizagem”, obrigando também a repensar alguns pressupostos pedagógicos.
This report is part of the pedagogical intervention with supervised teaching practice of the credit unit-Introduction to Professional Practice-IV-, of the Master's Degree in Computer Science Teaching, at the University of Lisbon. It intends to describe classes observations and “teaching / learning” activities carried out at Sacavém High School within the scope of the Pedagogical Intervention with Supervised Teaching Practice, namely regarding to: Characterization of the School and respective class, course framework -TGPSI - Technical Management and Programming of Information Systems-, Subject characterization - PSI - Programming and Information Systems, Module characterization - Structured Programming-, learning objectives, skills to be acquired, concepts to be taught, learning scenarios, planning, learning methodologies, learning strategies, investigative component and evaluation. Regarding the learning methodologies, the methodologies mainly used, were Problem-based learning (PBL) and project-based learning (PjBL). The investigative component of the pedagogical intervention with supervised teaching practice included three research problems. A research problem related to the (PBL), a research problem related to the (PjBL) and a research problem related to a learning strategy implemented through tangible object images. The implemented “teaching / learning” scenarios were supported by the LMS platform – MoodleCloud- and by the Tinkercad online learning platform, where students developed most of the programming learning activities, in a virtual environment emulating the Arduino Uno board and the Arduino IDE environment. Through the TinkerCad learning platform, Arduino Uno board, Arduino IDE environment, together with the integration of several electronic components virtually mounted on virtual breadboards, it was possible to create innovative learning scenarios for teaching programming, which they involved the use of various “teaching / learning” strategies and methodologies, also obliging the rethinking of some pedagogical assumptions.
This report is part of the pedagogical intervention with supervised teaching practice of the credit unit-Introduction to Professional Practice-IV-, of the Master's Degree in Computer Science Teaching, at the University of Lisbon. It intends to describe classes observations and “teaching / learning” activities carried out at Sacavém High School within the scope of the Pedagogical Intervention with Supervised Teaching Practice, namely regarding to: Characterization of the School and respective class, course framework -TGPSI - Technical Management and Programming of Information Systems-, Subject characterization - PSI - Programming and Information Systems, Module characterization - Structured Programming-, learning objectives, skills to be acquired, concepts to be taught, learning scenarios, planning, learning methodologies, learning strategies, investigative component and evaluation. Regarding the learning methodologies, the methodologies mainly used, were Problem-based learning (PBL) and project-based learning (PjBL). The investigative component of the pedagogical intervention with supervised teaching practice included three research problems. A research problem related to the (PBL), a research problem related to the (PjBL) and a research problem related to a learning strategy implemented through tangible object images. The implemented “teaching / learning” scenarios were supported by the LMS platform – MoodleCloud- and by the Tinkercad online learning platform, where students developed most of the programming learning activities, in a virtual environment emulating the Arduino Uno board and the Arduino IDE environment. Through the TinkerCad learning platform, Arduino Uno board, Arduino IDE environment, together with the integration of several electronic components virtually mounted on virtual breadboards, it was possible to create innovative learning scenarios for teaching programming, which they involved the use of various “teaching / learning” strategies and methodologies, also obliging the rethinking of some pedagogical assumptions.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Linguagem de programação Programação (Computadores) Informática - Estudo e ensino Relatórios da prática de ensino supervisionada - 2023