A carregar...
Publicação
Inteligência artificial com PictoBlox no 3º ciclo do ensino básico
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.31 MB | Adobe PDF |
Resumo(s)
O presente relatório reflete o trabalho realizado na intervenção pedagógica no âmbito do Mestrado em Ensino da Informática, do Instituto da Educação da Universidade de Lisboa. Este mestrado constitui um elemento importante para a aquisição de habilitação profissional para a docência. Um dos meios para aprofundarmos os nossos conhecimentos e aprendermos também, é a observação de quem já tem o saber e a experiência, através do acompanhamento das aulas do professor cooperante in loco. Esta intervenção decorreu na Escola Secundária da Portela, numa turma do 9º ano de escolaridade do ensino articulado com o conservatório, na disciplina de “Introdução à Robótica”. A unidade temática lecionada foi “Inteligência Artificial”. Primeiramente caraterizei o contexto onde decorreu a prática e observei as aulas do professor cooperante, dando algum apoio, quando solicitado por parte dos alunos e, planifiquei a prática de ensino-aprendizagem. Para a escolha da unidade temática a lecionar, tive em conta quatro aspetos: - O plano de contingência em vigor; - Os objetivos de aprendizagem da disciplina; - As Competências descritas no perfil do aluno do séc. XXI; - A possibilidade de se passar a EaD devido ao confinamento decorrente da pandemia Covid19. Tendo em conta o que pretendia trabalhar com a turma, optei pela metodologia de Aprendizagem Baseada em Projeto (PjBL) com aprendizagem significativa e iterativa de acordo com a Espiral de Pensamento Criativo proposta por Resnick em 2007. No entanto recorri apenas a plataformas digitais por forma a trabalharmos sem disrupções, mesmo em caso de confinamento. A temática escolhida foi a Inteligência Artificial através da programação no PictoBlox, promovendo-se a interdisciplinaridade e a inclusão. O professor deixa de ser apenas transmissor de informação e assume o papel de copiloto da aprendizagem de cada aluno, refletindo juntos sobre os erros, sucessos e lições aprendidas. Quem faz o caminho é o aluno ao seu jeito, mas com o professor a dar suporte. Na PES, foquei a dimensão investigativa nas temáticas da Inteligência Artificial e programação por blocos. Com o foco no problema de investigação: “A programação com o PictoBlox ajuda à aprendizagem da programação e a compreender os conceitos da Inteligência Artificial?” optei por levar a cabo uma investigação que recorreu a duas técnicas de recolha de dados: Observação direta dos participantes e um Questionário. Os resultados encontrados neste estudo convidam a uma reflexão, sobre a implementação de estratégias que, permitam desenvolver nos estudantes a inteligência emocional, de forma a melhorar globalmente o sucesso escolar. Na amostra estudada os alunos aderiram com entusiasmo e aplicaram os conceitos da subárea da IA, Visão Computacional/ Reconhecimento Visual numa programação por blocos com o PictoBlox em conjunto com teachablemachine da Google.
This essay reflects the work done in planning my supervised teaching practice, in the Introduction to Professional Practice III class, of the master’s degree in informatics teaching, at the Institute of Education from University of Lisbon. The intervention will take place at the School Group of Portela and Moscavide, specifically at the high school of Portela also known as Arco-Íris, in the city of Loures, in a teaching class articulated with the conservatory of the ninth year, an optional discipline, “Introduction to Robotics”. This year, the program addresses “Artificial Intelligence” unit and I am about to teach them this subject. First of all, the context in which the practice will take place is characterized and class is observed, giving some support, when requested by the students, and the teachinglearning practice is planned. For the choice of the thematic unit to be taught, four points were considered: -The current contingency plan; -The learning objectives of the discipline; -Skills described in the 21st century student profile; -The chance of attending school lessons at home. Considering what we intended to work with the class, we opted for the Project Based Learning (PjBL) methodology with meaningful and iterative learning according to the Creative Thinking Spiral proposed by Resnick in 2007. Using digital platforms to work without disruption even in the case of confinement. In this sense, Artificial Intelligence was chosen, and it was decided to program in STEMpedia's PictoBlox. During the teaching activity, interdisciplinarity and inclusion will be promoted, being predominantly active teaching. The teacher is no longer just a transmitter of knowledge but assumes the role of co-pilot of each student's learning, reflecting together on mistakes, successes and lessons learned. The student makes the path in his own way, but with the teacher to support. In the PES, I focused the investigative dimension on the topics of Artificial Intelligence and block programming. “Does programming with PictoBlox help you learn programming and understand the concepts of Artificial Intelligence?” I chose to carry out an investigation that used two data collection techniques: Direct observation of participants and a Questionnaire. The results found in this study invite reflection on the implementation of strategies that allow the development of emotional intelligence in students, in order to globally improve academic success. In the studied sample, students enthusiastically engaged and applied the concepts of the AI subfield, Computer Vision, in block-based programming with PictoBlox, in conjunction with Google's Teachable Machine.
This essay reflects the work done in planning my supervised teaching practice, in the Introduction to Professional Practice III class, of the master’s degree in informatics teaching, at the Institute of Education from University of Lisbon. The intervention will take place at the School Group of Portela and Moscavide, specifically at the high school of Portela also known as Arco-Íris, in the city of Loures, in a teaching class articulated with the conservatory of the ninth year, an optional discipline, “Introduction to Robotics”. This year, the program addresses “Artificial Intelligence” unit and I am about to teach them this subject. First of all, the context in which the practice will take place is characterized and class is observed, giving some support, when requested by the students, and the teachinglearning practice is planned. For the choice of the thematic unit to be taught, four points were considered: -The current contingency plan; -The learning objectives of the discipline; -Skills described in the 21st century student profile; -The chance of attending school lessons at home. Considering what we intended to work with the class, we opted for the Project Based Learning (PjBL) methodology with meaningful and iterative learning according to the Creative Thinking Spiral proposed by Resnick in 2007. Using digital platforms to work without disruption even in the case of confinement. In this sense, Artificial Intelligence was chosen, and it was decided to program in STEMpedia's PictoBlox. During the teaching activity, interdisciplinarity and inclusion will be promoted, being predominantly active teaching. The teacher is no longer just a transmitter of knowledge but assumes the role of co-pilot of each student's learning, reflecting together on mistakes, successes and lessons learned. The student makes the path in his own way, but with the teacher to support. In the PES, I focused the investigative dimension on the topics of Artificial Intelligence and block programming. “Does programming with PictoBlox help you learn programming and understand the concepts of Artificial Intelligence?” I chose to carry out an investigation that used two data collection techniques: Direct observation of participants and a Questionnaire. The results found in this study invite reflection on the implementation of strategies that allow the development of emotional intelligence in students, in order to globally improve academic success. In the studied sample, students enthusiastically engaged and applied the concepts of the AI subfield, Computer Vision, in block-based programming with PictoBlox, in conjunction with Google's Teachable Machine.
Descrição
Relatório da prática de ensino supervisionada, Mestrado em Ensino de Informática, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Inteligência artificial Programação (Computadores) Informática - Estudo e ensino Plataformas digitais Relatórios da prática de ensino supervisionada - 2024