Computer Unplugged Practices as an Introduction to the Development of Computational Thinking in Elementary School

• Autor(a) principal: Kaminski, Márcia Regina
• Data de Publicação: 2020
• Outros Autores: Boscarioli, Clodis
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/4152

Abstract: Pedagogical practices that promote the development of Computational Thinking (CT) in school environments have increasingly been the subject of discussions about their contributions and possibilities of approaches to the teaching and learning processes. Among these possibilities, computer unplugged has been adopted as an alternative for teaching CT, in general in realities that have a precarious infrastructure in terms of digital technologies, and relevant contributions are pointed out by these experiences. This paper seeks to show how computer unplugged can be used, not only as an alternative but also as a complementary approach to practices with digital technologies, to introduce concepts of CT to elementary school students, given that children in this age group need playful and concrete activities to be incorporated into the teaching methodologies to take their development process into consideration. The results indicate that computer unplugged practices used in this way can favor the approach of CT with very young children and from a perspective of progression and continuity of concepts that can be more and more deepened and internalized more easily by the learners. Keywords: Computational Thinking. Computer Unplugged. Educational Practices.