A carregar...
Publicação
Aplicação da robótica na resolução de problemas : reflexões para a aprendizagem inicial de programação no ensino básico
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 16.44 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente relatório descreve a experiência da prática de ensino
supervisionada, no âmbito do Estágio Profissional do Mestrado em Ensino de
Informática, do Instituto da Educação da Universidade de Lisboa.
A intervenção decorreu no Agrupamento de Escolas de Portela e Moscavide,
mais propriamente na Escola Secundária da Portela (Arco-Íris), do Concelho de
Loures, numa turma de oitavo ano de escolaridade, na disciplina de “Introdução à
Robótica” onde foi lecionada a unidade temática “Introdução à Programação”.
Ao ficar estabelecidas a disciplina e a unidade temática a lecionar, teve-se em conta
três aspetos: os problemas associados à aprendizagem inicial de programação; as
dificuldades dos alunos na resolução de problemas; e a robótica enquanto estratégia
de ensino. Após a análise da literatura disponível optou-se por utilizar a metodologia
de Aprendizagem Baseada na Resolução de Problemas (ABRP) e recorrer à robótica
associada à aprendizagem inicial de programação no ensino básico, como estratégia
para promover o desenvolvimento de competências cognitivas e sociais, bem como
estruturar os conhecimentos dos alunos relativos à disciplina.
Neste sentido, escolheu-se o Robot mBot da Makeblock, e decidiu-se
programar usando o software mBlock 3.0. No decorrer da atividade letiva
privilegiou-se o trabalho em equipa, a colaboração interdisciplinar para resolução de
problemas, adotando predominantemente, um ensino prático e experimental.
Os principais objetivos estabelecidos a implementar com o projeto foram:
promover a aprendizagem de Programação; desenvolver competências para a
resolução de problemas; desenvolver o pensamento lógico, espírito reflexivo e crítico
dos alunos; e por fim promover o trabalho em equipa.
Na dimensão de investigação utilizaram-se múltiplos métodos que ao longo
do tempo foram acumulando evidências, e que permitiram acompanhar e refletir
sobre compreensão dos conhecimentos iniciais de programação por parte dos alunos
ao realizarem sequencialmente e com sucesso os diversos desafios propostos. De
uma forma geral, os alunos progrediram em termos de pensamento computacional, o
que melhorou a sua capacidade de resolução de problemas, em particular realça-se a
forte motivação por parte dos alunos, na testagem e a depuração, que os conduziu a
soluções muito interessantes. A aplicação desta estratégia permitiu aos alunos a compreensão dos conceitos base de programação ultrapassando assim as suas
dificuldades.
This essay reflects the work done at the preparation of supervised teaching practice, during professional trainee of the Master Degree in IT teaching at Institute of Education from University of Lisbon. The intervention happened at Agrupamento de Escolas of Portela and Moscavide, exactly at Portela Highschool (Arco-Iris), in Loures in an 8th grade class, about the subject “Introduction to Robotics” where the unit “Introduction to Programming” will be taught. Established the subject and the unit to work, it had been in mind three main aspects, initial programming learning related problems; students’ problem resolution difficulties; and robotics as a teaching strategy. After reading a great amount of literature it was decided to use problem solving base methodology (ABRP) and to appeal to robotics connected to initial learning of programming in the basic teaching, as a strategy to promote the development of cognitive and social skills, as well as structure Students knowledge related to this subject. So, it was chosen robot mBot from Makeblock, and programming using software mBlock 3.0. During classes, team work and cooperation to problem solving will be valued (interdisciplinarity), being mainly a practical and experimental teaching. The main objectives established to implement with the project were: promote programming learning, develop problem resolution skills, develop students logical thinking and critical spirit, and also promote collaborative team work. Concerning investigation, several methods were used which, as time went by, added evidences, allowing a reflection about the understanding of initial programming knowledge by the students as they were successfully performing the given challenges. Concerning computational thinking, students improved their skills which made them better at problem solving and in robotics appliance, particularly, in testing and debugging. This way there was more motivation getting interesting solutions. The application of this strategy allowed the students to understand the base concepts of programming overcoming, this way, their difficulties.
This essay reflects the work done at the preparation of supervised teaching practice, during professional trainee of the Master Degree in IT teaching at Institute of Education from University of Lisbon. The intervention happened at Agrupamento de Escolas of Portela and Moscavide, exactly at Portela Highschool (Arco-Iris), in Loures in an 8th grade class, about the subject “Introduction to Robotics” where the unit “Introduction to Programming” will be taught. Established the subject and the unit to work, it had been in mind three main aspects, initial programming learning related problems; students’ problem resolution difficulties; and robotics as a teaching strategy. After reading a great amount of literature it was decided to use problem solving base methodology (ABRP) and to appeal to robotics connected to initial learning of programming in the basic teaching, as a strategy to promote the development of cognitive and social skills, as well as structure Students knowledge related to this subject. So, it was chosen robot mBot from Makeblock, and programming using software mBlock 3.0. During classes, team work and cooperation to problem solving will be valued (interdisciplinarity), being mainly a practical and experimental teaching. The main objectives established to implement with the project were: promote programming learning, develop problem resolution skills, develop students logical thinking and critical spirit, and also promote collaborative team work. Concerning investigation, several methods were used which, as time went by, added evidences, allowing a reflection about the understanding of initial programming knowledge by the students as they were successfully performing the given challenges. Concerning computational thinking, students improved their skills which made them better at problem solving and in robotics appliance, particularly, in testing and debugging. This way there was more motivation getting interesting solutions. The application of this strategy allowed the students to understand the base concepts of programming overcoming, this way, their difficulties.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
Robótica educativa Programação Resolução de problemas Relatórios da prática de ensino supervisionada - 2020