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O papel da robótica educativa no desenvolvimento do pensamento computacional no ensino básico : um estudo com alunos do 4º ano
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A Educação, como pilar cada vez mais fundamental da nossa sociedade, sofre permanentes oscilações com a velocidade a que as tecnologias evoluem, sendo difícil de acompanhar o ritmo vertiginoso que a tecnologia digital evolui no nosso tempo. Após a pandemia pudemos perceber que Portugal tem vindo a aumentar as iniciativas políticas educativas no desenvolvimento e implementação de Pensamento Computacional e da Robótica Educativa no currículo português, como uma competência do extremamente essencial para o século XXI tanto para os alunos do ensino básico como do ensino secundário.
Esta dissertação investiga o impacto da Robótica Educativa no desenvolvimento do Pensamento Computacional em alunos do 4.º ano do Ensino Básico. A investigação foi conduzida com o objetivo de verificar como a utilização de robôs, através de atividades práticas e lúdicas, pode potencializar a aprendizagem de conceitos fundamentais de Pensamento Computacional, como Sequências, Ciclos e estruturas condicionais. Para o estudo, foram aplicados pré-testes e pós-testes a duas turmas, de forma a avaliar a evolução dos alunos antes e após a intervenção com ferramentas de robótica, especificamente o robô KUBO.
Os resultados mostraram uma melhoria significativa no conhecimento dos alunos em relação ao Pensamento Computacional após a realização das atividades de robótica. O uso da Robótica Educativa demonstrou ser eficaz na promoção de competências como resolução de problemas, pensamento crítico e trabalho em equipa, ao mesmo tempo que tornou o processo de aprendizagem mais envolvente e interdisciplinar. A Robótica Educativa mostrou-se uma ferramenta promissora para a
inovação no ensino, especialmente na integração de áreas como Ciências, Tecnologia, Engenharia e Matemática (STEM).
Education, as an increasingly fundamental pillar of our society, suffers permanent fluctuations with the speed at which technologies evolve, and it is difficult to keep up with the dizzying pace at which digital technology evolves in our time. After the pandemic, we realised that Portugal has been increasing educational policy initiatives in the development and implementation of Computational Thinking and Educational Robotics in the Portuguese curriculum, as an extremely essential skill for the 21st century for both primary and secondary school students. This dissertation investigates the impact of Educational Robotics on the development of Computational Thinking in 4th grade students. The research was conducted with the aim of verifying how the use of robots, through practical and playful activities, can enhance the learning of fundamental concepts of Computational Thinking, such as Sequences, Cycles and conditional structures. For the study, pre-tests and post-tests were administered to two classes in order to assess the students' progress before and after the intervention with robotics tools, specifically the KUBO robot. The results showed a significant improvement in the students' knowledge of Computational Thinking after carrying out the robotics activities. The use of Educational Robotics proved to be effective in promoting skills such as problem solving, critical thinking and teamwork, while at the same time making the learning process more engaging and interdisciplinary. Educational Robotics has proved to be a promising tool for innovation in teaching, especially in the integration of areas such as Science, Technology, Engineering and Maths (STEM).
Education, as an increasingly fundamental pillar of our society, suffers permanent fluctuations with the speed at which technologies evolve, and it is difficult to keep up with the dizzying pace at which digital technology evolves in our time. After the pandemic, we realised that Portugal has been increasing educational policy initiatives in the development and implementation of Computational Thinking and Educational Robotics in the Portuguese curriculum, as an extremely essential skill for the 21st century for both primary and secondary school students. This dissertation investigates the impact of Educational Robotics on the development of Computational Thinking in 4th grade students. The research was conducted with the aim of verifying how the use of robots, through practical and playful activities, can enhance the learning of fundamental concepts of Computational Thinking, such as Sequences, Cycles and conditional structures. For the study, pre-tests and post-tests were administered to two classes in order to assess the students' progress before and after the intervention with robotics tools, specifically the KUBO robot. The results showed a significant improvement in the students' knowledge of Computational Thinking after carrying out the robotics activities. The use of Educational Robotics proved to be effective in promoting skills such as problem solving, critical thinking and teamwork, while at the same time making the learning process more engaging and interdisciplinary. Educational Robotics has proved to be a promising tool for innovation in teaching, especially in the integration of areas such as Science, Technology, Engineering and Maths (STEM).
Descrição
Dissertação de mestrado, Educação e Formação (Área de Especialização em E-Learning e Formação a Distância), 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Robótica Pensamento computacional Contextos educativos Ensino básico (1º ciclo) Inovação educativa Dissertações de mestrado - 2024