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Desenvolvimento de competências do pensamento computacional através da utilização do micro:bit na disciplina de tecnologias da informação e comunicação
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Este relatório consiste numa descrição da Prática de Ensino Supervisionada, componente do Mestrado em Ensino de Informática do Instituto de Educação da Universidade de Lisboa. Esta Prática de Ensino Supervisionada culminou num processo de intervenção pedagógica decorrente da Unidade Curricular de Iniciação à Prática Profissional IV, que teve lugar na Escola Secundária Padre António Vieira do Agrupamento de Escolas de Alvalade. Incidindo sobre uma turma de 9º ano de escolaridade do 3º ciclo do Ensino Básico, esta intervenção decorreu na disciplina de Tecnologias da Informação e Comunicação. Dado que a escola em questão adotou a abordagem STEM (Science, Technology, Engineering and Mathematics), parte dos conteúdos da disciplina de Tecnologias da Informação e Comunicação são lecionados através da realização de projetos em articulação com as outras disciplinas envolvidas, nomeadamente Ciências Naturais, Físico-Química e Matemática. Os conteúdos científicos abordados na disciplina de TIC durante a Prática de Ensino Supervisionada seguiram os trâmites e objetivos de aprendizagem definidos no documento de referência das Aprendizagens Essenciais da disciplina, incidindo sobre os domínios “Colaborar e Comunicar” e “Criar e Inovar”, levando em linha de conta as ações estratégicas de ensino orientadas para o Perfil do Aluno à Saída da Escolaridade Obrigatória. De acordo com os domínios referidos, pretendeu-se desenvolver nos alunos competências de pensamento computacional, entendidas como fundamentais no século XXI, através da utilização da placa micro:bit. Esta placa, idealizada para ser utilizada em contexto pedagógico, pode ser programada através da plataforma criada para o efeito: MakeCode. Antes da intervenção foi realizado um questionário diagnóstico com o objetivo de identificar experiências anteriores dos alunos com plataformas de programação por blocos, de forma a planear os métodos e estratégias a utilizar durante a intervenção. Com base nesse diagnóstico, foi apresentado o conceito de pensamento computacional e realizados exercícios introdutórios de ambientação à placa micro:bit, bem como à plataforma MakeCode, através da mobilização de métodos expositivos, demonstrativos e práticos. Seguidamente, em grupos de trabalho, os alunos desenvolveram um jogo a que se deu o nome de “Tempo de Reação” com vista ao desenvolvimento de competências do pensamento computacional. Em duas fases distintas, os alunos foram inicialmente desafiados a construir o jogo fisicamente e, posteriormente, a programar o micro:bit através da plataforma MakeCode. A montagem física do jogo envolveu a mobilização de conhecimentos de circuitos
abordados previamente na disciplina de Físico-Química e de conhecimento adquiridos sobre os sistemas do corpo humano, trabalhados na disciplina de Ciências Naturais. Para a análise dos efeitos da intervenção, utilizou-se uma abordagem metodológica quantitativa, um Design Pré-experimental de caso-único, tendo como foco a motivação para a aprendizagem da programação. No final da intervenção realizada, os alunos responderam a uma escala de motivação onde se procurou recolher dados sobre a influência da interação com plataformas de programação visual por blocos na motivação dos alunos para a aprendizagem da programação. Os resultados mostram que os alunos entendem as plataformas utilizadas como bastante motivadoras e evidenciam níveis elevados de motivação com o projeto implementado. Essa motivação mostrou variar considerando a assiduidade dos alunos sendo, pois, menor a motivação quanto menor a assiduidade dos mesmos.
This report consists of a description of the Supervised Teaching Practice, a component of the Master's Degree in Informatics Teaching of the Institute of Education of the University of Lisbon. This Supervised Teaching Practice culminated in a process of pedagogical intervention resulting from the curricular unit of Initiation to Professional Practice IV, which took place at Escola Secundária Padre António Vieira, in the Agrupamento de Escolas de Alvalade. Focusing on a 9th grade class of the 3rd cycle of basic education, this intervention took place in the classes of Information and Communication Technologies. Since the referred school adopted the STEM (Science, Technology, Engineering and Mathematics) approach, part of the contents of the Information and Communication Technologies subject are taught through the development of projects in articulation with the other subjects involved, such as Science, Physics-Chemistry and Mathematics. The scientific contents covered in the ICT subject during the Supervised Teaching Practice followed the procedures and learning objectives defined in the reference document Aprendizagens Essenciais of the indicated subject, focusing on the domains "Collaborate and Communicate" and "Create and Innovate", taking into account the strategic teaching actions oriented by Perfil do Aluno à Saída da Escolaridade Obrigatória. In accordance with the areas mentioned above, the aim was to develop computational thinking skills in students, understood as fundamental in the 21st century, through the use of the micro:bit board. This board, idealized to be used in pedagogical context, can be programmed through the platform created for this purpose: MakeCode. Before the intervention, a diagnostic questionnaire was carried out to identify students' previous experiences with block programming platforms, to plan the methods and strategies to be used during the intervention. Based on this diagnosis, the concept of computational thinking was presented and introductory exercises on the micro:bit board were performed, as well as on the MakeCode platform, through the mobilization of expository, demonstrative and practical methods. Then, in working groups, the students developed a game called "Reaction Time", in order to develop computational thinking skills. In two distinct phases, students were first challenged to physically build the game and then to program the micro:bit through the MakeCode platform. The physical assembly of the game involved the mobilization of circuit knowledge, previously covered in the Physics-Chemistry subject, and the knowledge acquired about the human body systems, developed in the subject of Science. To analyse the effects of the intervention, a quantitative methodological approach was applied, a single-case Pre-Experimental Design, focusing on the motivation for programming learning. At the end of the intervention, students responded to a motivation scale, where we sought to collect data on the influence of interacting with block-based visual programming platforms on students' motivation to learn programming. The results show that students perceive the platforms used as very motivating and show high levels of motivation with the implemented project. This motivation revealed discrepancies considering the students' attendance, being, therefore, lower the motivation the lower their attendance.
This report consists of a description of the Supervised Teaching Practice, a component of the Master's Degree in Informatics Teaching of the Institute of Education of the University of Lisbon. This Supervised Teaching Practice culminated in a process of pedagogical intervention resulting from the curricular unit of Initiation to Professional Practice IV, which took place at Escola Secundária Padre António Vieira, in the Agrupamento de Escolas de Alvalade. Focusing on a 9th grade class of the 3rd cycle of basic education, this intervention took place in the classes of Information and Communication Technologies. Since the referred school adopted the STEM (Science, Technology, Engineering and Mathematics) approach, part of the contents of the Information and Communication Technologies subject are taught through the development of projects in articulation with the other subjects involved, such as Science, Physics-Chemistry and Mathematics. The scientific contents covered in the ICT subject during the Supervised Teaching Practice followed the procedures and learning objectives defined in the reference document Aprendizagens Essenciais of the indicated subject, focusing on the domains "Collaborate and Communicate" and "Create and Innovate", taking into account the strategic teaching actions oriented by Perfil do Aluno à Saída da Escolaridade Obrigatória. In accordance with the areas mentioned above, the aim was to develop computational thinking skills in students, understood as fundamental in the 21st century, through the use of the micro:bit board. This board, idealized to be used in pedagogical context, can be programmed through the platform created for this purpose: MakeCode. Before the intervention, a diagnostic questionnaire was carried out to identify students' previous experiences with block programming platforms, to plan the methods and strategies to be used during the intervention. Based on this diagnosis, the concept of computational thinking was presented and introductory exercises on the micro:bit board were performed, as well as on the MakeCode platform, through the mobilization of expository, demonstrative and practical methods. Then, in working groups, the students developed a game called "Reaction Time", in order to develop computational thinking skills. In two distinct phases, students were first challenged to physically build the game and then to program the micro:bit through the MakeCode platform. The physical assembly of the game involved the mobilization of circuit knowledge, previously covered in the Physics-Chemistry subject, and the knowledge acquired about the human body systems, developed in the subject of Science. To analyse the effects of the intervention, a quantitative methodological approach was applied, a single-case Pre-Experimental Design, focusing on the motivation for programming learning. At the end of the intervention, students responded to a motivation scale, where we sought to collect data on the influence of interacting with block-based visual programming platforms on students' motivation to learn programming. The results show that students perceive the platforms used as very motivating and show high levels of motivation with the implemented project. This motivation revealed discrepancies considering the students' attendance, being, therefore, lower the motivation the lower their attendance.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Pensamento computacional Tecnologias da informação e da comunicação Desenvolvimento das competências Relatórios da prática de ensino supervisionada - 2023