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O contributo do Projeto Inglorobótica no desenvolvimento do pensamento computacional dos alunos do 1º ano de escolaridade
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O Pensamento Computacional (PC) ganhou uma enorme relevância nos últimos anos e é considerado, por muitos, como uma das competências fundamentais para fazer face aos desafios e exigências da sociedade do século XXI. Considerando este cenário e a sua repercussão no currículo escolar, esta investigação, de cariz exploratório, visou compreender como é que os processos de aprendizagem estruturada e intencionalmente orientados para o desenvolvimento do PC são vividos e avaliados por alunos e professores, especialmente no âmbito de um projeto muito singular, o projeto Inglorobótica. Para a atingir esse propósito, desenvolveu-se um estudo de caso de natureza qualitativa, contemplando uma vertente de intervenção pedagógica com a duração de 12 semanas, desenvolvida no contexto de uma turma do 1.º ano do 1.º Ciclo do Ensino Básico. O estudo contou com a participação de uma turma constituída por 19 alunos, o professor titular e o professor de inglês. O processo de recolha de dados decorreu ao longo de três fases sequenciais: antes, durante e depois da intervenção pedagógica. Inicialmente, para fins de diagnóstico, realizou-se a recolha de dados através de um formulário para caracterização da turma e a aplicação de um teste, o TechCheck1, para aferir o nível de desenvolvimento do PC dos alunos (Pré-teste). Com base nos resultados obtidos, organizou-se a intervenção e recolheram-se dados de natureza qualitativa através de um diário de turma. Após a intervenção, procedeu-se à reaplicação do TechCheck1 (Pós-teste) e foram realizados inquéritos por entrevista semiestruturada (professores) e por focus group (alunos). Foi também utilizado um diário de bordo, construído de forma transversal e flexível ao longo da investigação. Para analisar os dados, recorreu-se a técnicas de análise de conteúdo e à estatística descritiva e comparativa. Os resultados globais deste estudo evidenciam que o projeto Inglorobótica contribuiu, de forma expressiva, para o desenvolvimento integrado das competências consideradas nos vários domínios do PC. De modo mais específico, verificou-se que os alunos demonstraram um desenvolvimento mais evidente nas competências do PC referentes ao domínio da modularidade, registando-se um menor progresso nas competências relacionadas com a algoritmia. Tanto os professores como os alunos destacam a importância da "robótica educativa", da “computação desligada” e simultaneamente da "robótica educativa e computação desligada" para impulsionar o desenvolvimento do PC em contexto escolar, destacando-se o potencial destas estratégias para promover a criatividade e imaginação, assim como a profundidade de conhecimentos construídos pelos alunos. Para além dos efeitos positivos no desenvolvimento do PC, os resultados também evidenciam a eficácia da intervenção na promoção de algumas das competências transversais previstas no Perfil dos Alunos à Saída da Escolaridade Obrigatória, em articulação com o desenvolvimento de conhecimentos de determinadas áreas curriculares, com destaque para a Matemática. Como pontos fortes da intervenção desenhada e implementada para o desenvolvimento intencional do PC, destaca-se o trabalho colaborativo entre docentes, a diversificação de estratégias e o potencial de transferência das abordagens pedagógicas implementadas. Como principais constrangimentos salienta-se as características individuais dos alunos (nomeadamente a idade), aspetos pedagógicos e dificuldades técnicas, reconhecendo-se a necessidade de implementar algumas melhorias relativas às dinâmicas pedagógicas e à planificação das atividades.
Computational Thinking (CT) has gained significant relevance in recent years and is considered by many as one of the fundamental skills to address the challenges and demands of the 21st-century society. Considering this scenario and its impact on the school curriculum, this exploratory research aimed to understand how structured and intentionally oriented learning processes for the development of CT are experienced and evaluated by students and teachers, especially within the scope of a very unique project, the Inglorobótica project. To achieve this purpose, a qualitative case study was conducted, including a pedagogical intervention phase lasting 12 weeks, carried out in the context of 1st grade students. The study involved the participation of a class consisting of 19 students, the Head teacher, and the English teacher. Data collection took place in three sequential phases: before, during, and after the pedagogical intervention. Initially, for diagnostic purposes, data were collected through a class characterization form and the administration of a test, TechCheck1, to assess the students' level of CT development (Pre-test). Based on the results obtained, the intervention was organized, and qualitative data were collected through a class diary. After the intervention, the TechCheck1 was re-administered (Post-test), and semi-structured interviews (teachers) and focus group surveys (students) were conducted. A logbook was also used, built in a cross-cutting and flexible manner throughout the research. Data analysis involved content analysis techniques and descriptive and comparative statistics. The overall results of this study demonstrate that the Inglorobótica project significantly contributed to the integrated development of competencies considered in various CT domains. More specifically, it was observed that students showed more noticeable (or pronounced) development in CT competencies related to the modularity domain, with less progress in competencies related to algorithmic thinking. Both teachers and students emphasize the importance of "educational robotics", “unplugged" and simultaneously " educational robotics and unplugged" in promoting CT development in the school context, highlighting the potential of these strategies to foster creativity, imagination, and the depth of knowledge constructed by students. In addition to the positive effects on CT development, the results also highlight the effectiveness of the intervention in promoting some of the cross-curricular competencies outlined in the Profile of Students Leaving Compulsory Education, in conjunction with the development of knowledge in certain curriculum areas, particularly Mathematics. As strengths of the designed and implemented intervention for intentional CT development, collaborative work between teachers, diversification of strategies, and the potential for transfer of implemented pedagogical approaches stand out. The main constraints identified include individual student’s characteristics (particularly age), pedagogical aspects, and technical difficulties, recognizing the need to implement some improvements related to pedagogical dynamics and activity planning.
Computational Thinking (CT) has gained significant relevance in recent years and is considered by many as one of the fundamental skills to address the challenges and demands of the 21st-century society. Considering this scenario and its impact on the school curriculum, this exploratory research aimed to understand how structured and intentionally oriented learning processes for the development of CT are experienced and evaluated by students and teachers, especially within the scope of a very unique project, the Inglorobótica project. To achieve this purpose, a qualitative case study was conducted, including a pedagogical intervention phase lasting 12 weeks, carried out in the context of 1st grade students. The study involved the participation of a class consisting of 19 students, the Head teacher, and the English teacher. Data collection took place in three sequential phases: before, during, and after the pedagogical intervention. Initially, for diagnostic purposes, data were collected through a class characterization form and the administration of a test, TechCheck1, to assess the students' level of CT development (Pre-test). Based on the results obtained, the intervention was organized, and qualitative data were collected through a class diary. After the intervention, the TechCheck1 was re-administered (Post-test), and semi-structured interviews (teachers) and focus group surveys (students) were conducted. A logbook was also used, built in a cross-cutting and flexible manner throughout the research. Data analysis involved content analysis techniques and descriptive and comparative statistics. The overall results of this study demonstrate that the Inglorobótica project significantly contributed to the integrated development of competencies considered in various CT domains. More specifically, it was observed that students showed more noticeable (or pronounced) development in CT competencies related to the modularity domain, with less progress in competencies related to algorithmic thinking. Both teachers and students emphasize the importance of "educational robotics", “unplugged" and simultaneously " educational robotics and unplugged" in promoting CT development in the school context, highlighting the potential of these strategies to foster creativity, imagination, and the depth of knowledge constructed by students. In addition to the positive effects on CT development, the results also highlight the effectiveness of the intervention in promoting some of the cross-curricular competencies outlined in the Profile of Students Leaving Compulsory Education, in conjunction with the development of knowledge in certain curriculum areas, particularly Mathematics. As strengths of the designed and implemented intervention for intentional CT development, collaborative work between teachers, diversification of strategies, and the potential for transfer of implemented pedagogical approaches stand out. The main constraints identified include individual student’s characteristics (particularly age), pedagogical aspects, and technical difficulties, recognizing the need to implement some improvements related to pedagogical dynamics and activity planning.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Pensamento computacional Ensino básio (1º ciclo) Robótica Dissertação de mestrado - 2023