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Pensamento computacional no currículo da matemática no 1º ciclo
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Na era atual, marcada por uma transformação digital contínua e pela ubíqua presença da tecnologia, os paradigmas educacionais requerem a promoção da literacia digital e o desenvolvimento de competências necessárias à compreensão do mundo digital. Entre essas competências, destacam-se o Pensamento Computacional e a capacidade de resolver problemas. A integração do Pensamento Computacional no contexto educativo, é hoje uma tendência global seguida por Portugal com efeito na atualização do currículo de algumas disciplinas, nomeadamente da matemática. Este estudo centra-se na concretização prática dessa integração, através da conceção e implementação de tarefas promotoras do desenvolvimento do pensamento computacional, com alunos do 1º Ciclo do Ensino Básico.
Utilizando uma abordagem qualitativa, baseada no Paradigma Interpretativo, através dos dados recolhidos num Pré-teste aplicado antes da intervenção, de diários de implementação decorrentes das sessões com 19 alunos e de um Pós-teste no final da intervenção foi possível tirar algumas conclusões. Os principais resultados mostraram que os alunos adquiriram competências de Pensamento Computacional ao longo do tempo, mesmo sem as terem trabalhado de forma intencional. Os resultados apontam ainda para uma maior dificuldade dos alunos em tarefas que envolvam as habilidades de Abstração, Decomposição e Algoritmia, havendo maior facilidade no Reconhecimento de Padrões e Depuração.
O estudo demonstrou a eficácia das atividades desligadas no desenvolvimento de competências de PC dos alunos e evidenciou a importância do papel do professor, as opções metodológicas e estratégias adotadas, na exploração de tarefas promotoras do desenvolvimento de habilidades associadas ao Pensamento Computacional.
In the current era, marked by continuous digital transformation and the ubiquitous presence of technology, educational paradigms require the promotion of digital literacy and the development of skills necessary to understand the digital world. Among these skills, Computational Thinking and problem-solving ability stand out. The integration of Computational Thinking in the educational context is now a global trend followed by Portugal, impacting the curriculum update in certain subjects, particularly mathematics. This study focuses on the practical implementation of this integration, through the design and implementation of tasks that promote the development of computational thinking skills with students in the 1st Cycle of Basic Education. Using a qualitative approach based on the Interpretive Paradigm, insights were gathered from data collected in a pre-test administered before the intervention, implementation diaries from sessions with 19 students, and a post-test conducted at the end of the intervention. Several conclusions can be drawn from the study. The primary results demonstrate that students acquired Computational Thinking skills over time, even without intentional instruction. The results also indicate that students had more difficulty with tasks involving skills such as Abstraction, Decomposition, and Algorithmic thinking, while they showed greater ease in Pattern Recognition and Debugging. The study demonstrated the effectiveness of unplugged activities in developing students' Computational Thinking skills and highlighted the importance of the teacher's role, as well as the chosen methodological approaches and strategies in fostering the development of skills associated with Computational Thinking.
In the current era, marked by continuous digital transformation and the ubiquitous presence of technology, educational paradigms require the promotion of digital literacy and the development of skills necessary to understand the digital world. Among these skills, Computational Thinking and problem-solving ability stand out. The integration of Computational Thinking in the educational context is now a global trend followed by Portugal, impacting the curriculum update in certain subjects, particularly mathematics. This study focuses on the practical implementation of this integration, through the design and implementation of tasks that promote the development of computational thinking skills with students in the 1st Cycle of Basic Education. Using a qualitative approach based on the Interpretive Paradigm, insights were gathered from data collected in a pre-test administered before the intervention, implementation diaries from sessions with 19 students, and a post-test conducted at the end of the intervention. Several conclusions can be drawn from the study. The primary results demonstrate that students acquired Computational Thinking skills over time, even without intentional instruction. The results also indicate that students had more difficulty with tasks involving skills such as Abstraction, Decomposition, and Algorithmic thinking, while they showed greater ease in Pattern Recognition and Debugging. The study demonstrated the effectiveness of unplugged activities in developing students' Computational Thinking skills and highlighted the importance of the teacher's role, as well as the chosen methodological approaches and strategies in fostering the development of skills associated with Computational Thinking.
Descrição
Trabalho de projeto de mestrado, Educação (Área de Especialidade de Educação e Tecnologias Digitais), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Pensamento computacional Ensino básico (1º ciclo) Currículo de matemática Trabalhos de projeto de mestrado - 2023