Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience Report
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
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/6873 |
Resumo: | Abstract: This paper aims to present an experience report of an application of a Didactic Sequence (DS), composed by plugged and unplugged activities in order to promote the learning about the pillars of Computational Thinking in kindergarten classes. To carry out the investigation, a case study was carried out with a class of kindergarten, with a group of eight students, in a Municipal Pre-school in the city of Gravataí. The DS, in the context of the present work, has the purpose of assisting the planning of the teacher, active in Pre-school Education, and to present how the pillars of Computational Thinking can be applied intentionally, considering the fields of experience of the Brazilian National Common Curricular Base (BNCC). The idea is to show the teacher how computational thinking can be adopted to address some of the skills and competencies provided for in the BNCC. To achieve such goal, the pillars of computational thinking (algorithms, abstraction, decomposition, and pattern recognition) were explored in activities that integrated into the presented Didactic Sequence. The main result obtained comprises a guideline that can serve as a starting point to help teachers plan their classes and apply them with other groups of students of the same level. Keywords: Brazilian National Common Curricular Base. Pre-school. Computational Thinking. |
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Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience ReportProposição de uma sequência didática para abordar o pensamento computacional na educação infantil: um relato de experiênciaAbstract: This paper aims to present an experience report of an application of a Didactic Sequence (DS), composed by plugged and unplugged activities in order to promote the learning about the pillars of Computational Thinking in kindergarten classes. To carry out the investigation, a case study was carried out with a class of kindergarten, with a group of eight students, in a Municipal Pre-school in the city of Gravataí. The DS, in the context of the present work, has the purpose of assisting the planning of the teacher, active in Pre-school Education, and to present how the pillars of Computational Thinking can be applied intentionally, considering the fields of experience of the Brazilian National Common Curricular Base (BNCC). The idea is to show the teacher how computational thinking can be adopted to address some of the skills and competencies provided for in the BNCC. To achieve such goal, the pillars of computational thinking (algorithms, abstraction, decomposition, and pattern recognition) were explored in activities that integrated into the presented Didactic Sequence. The main result obtained comprises a guideline that can serve as a starting point to help teachers plan their classes and apply them with other groups of students of the same level. Keywords: Brazilian National Common Curricular Base. Pre-school. Computational Thinking.Resumo: O presente artigo tem como objetivo apresentar um relato de experiência que contempla a aplicação de uma Sequência Didática (SD), composta por atividades plugadas e desplugadas com o intuito de promover a aprendizagem dos pilares do Pensamento Computacional na educação infantil. Para a condução da investigação foi realizado um estudo de caso com uma turma de Pré-escola II, com uma média de oito alunos, em uma escola Municipal de Educação Infantil de Gravataí, RS. A SD, no contexto do presente trabalho, tem a finalidade de auxiliar o planejamento do professor, atuante na Educação Infantil, e apresentar como os pilares do Pensamento Computacional podem ser aplicados de forma intencional, considerando os campos de experiência da Base Nacional Comum Curricular (BNCC). A ideia é apresentar ao docente como o pensamento computacional pode ser adotado para abordar algumas das habilidades e competências previstas na BNCC. Para tanto, são explorados os pilares de algoritmos, abstração, decomposição e reconhecimento de padrões em atividades que integram a SD apresentada. O principal resultado obtido compreende uma diretriz que pode servir de ponto de partida para auxiliar os professores a planejarem suas aulas e a aplicarem com outros grupos de estudantes. Palavras-chave: Base Nacional Comum Curricular. Educação Infantil. Pensamento Computacional.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2023-12-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/687310.35819/tear.v12.n2.a6873#Tear: Journal of Education, Science and Technology; Vol. 12 No. 2 (2023): HIGHER EDUCATION: A SCENARIO FOR THREE DUTIES - TEACHING, RESEARCH AND EXTENSION#Tear Revista de Educación, Ciencia y Tecnología; Vol. 12 Núm. 2 (2023): DOCÊNCIA UNIVERSITÁRIA: CENÁRIO PARA TRÊS OFÍCIOS - ENSINO, PESQUISA E EXTENSÃO#Tear: Revista de Educação, Ciência e Tecnologia; v. 12 n. 2 (2023): DOCÊNCIA UNIVERSITÁRIA: CENÁRIO PARA TRÊS OFÍCIOS - ENSINO, PESQUISA E EXTENSÃO2238-807910.35819/tear.v12.n2reponame:Tear: Revista de Educação Ciência e Tecnologiainstname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/6873/3479Copyright (c) 2023 #Tear: Revista de Educação, Ciência e Tecnologiainfo:eu-repo/semantics/openAccessda Silva Rodrigues, GrazieleYoshimitsu Okuyama, FábioBertagnolli, Silvia de Castro2023-12-10T09:24:52Zoai:ojs2.periodicos.ifrs.edu.br:article/6873Revistahttps://periodicos.ifrs.edu.br/index.php/tearPUBhttps://periodicos.ifrs.edu.br/index.php/tear/oai||tear@canoas.ifrs.edu.br2238-80792238-8079opendoar:2023-12-10T09:24:52Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false |
dc.title.none.fl_str_mv |
Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience Report Proposição de uma sequência didática para abordar o pensamento computacional na educação infantil: um relato de experiência |
title |
Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience Report |
spellingShingle |
Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience Report da Silva Rodrigues, Graziele |
title_short |
Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience Report |
title_full |
Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience Report |
title_fullStr |
Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience Report |
title_full_unstemmed |
Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience Report |
title_sort |
Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience Report |
author |
da Silva Rodrigues, Graziele |
author_facet |
da Silva Rodrigues, Graziele Yoshimitsu Okuyama, Fábio Bertagnolli, Silvia de Castro |
author_role |
author |
author2 |
Yoshimitsu Okuyama, Fábio Bertagnolli, Silvia de Castro |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
da Silva Rodrigues, Graziele Yoshimitsu Okuyama, Fábio Bertagnolli, Silvia de Castro |
description |
Abstract: This paper aims to present an experience report of an application of a Didactic Sequence (DS), composed by plugged and unplugged activities in order to promote the learning about the pillars of Computational Thinking in kindergarten classes. To carry out the investigation, a case study was carried out with a class of kindergarten, with a group of eight students, in a Municipal Pre-school in the city of Gravataí. The DS, in the context of the present work, has the purpose of assisting the planning of the teacher, active in Pre-school Education, and to present how the pillars of Computational Thinking can be applied intentionally, considering the fields of experience of the Brazilian National Common Curricular Base (BNCC). The idea is to show the teacher how computational thinking can be adopted to address some of the skills and competencies provided for in the BNCC. To achieve such goal, the pillars of computational thinking (algorithms, abstraction, decomposition, and pattern recognition) were explored in activities that integrated into the presented Didactic Sequence. The main result obtained comprises a guideline that can serve as a starting point to help teachers plan their classes and apply them with other groups of students of the same level. Keywords: Brazilian National Common Curricular Base. Pre-school. Computational Thinking. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/6873 10.35819/tear.v12.n2.a6873 |
url |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/6873 |
identifier_str_mv |
10.35819/tear.v12.n2.a6873 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/6873/3479 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 #Tear: Revista de Educação, Ciência e Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 #Tear: Revista de Educação, Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
dc.source.none.fl_str_mv |
#Tear: Journal of Education, Science and Technology; Vol. 12 No. 2 (2023): HIGHER EDUCATION: A SCENARIO FOR THREE DUTIES - TEACHING, RESEARCH AND EXTENSION #Tear Revista de Educación, Ciencia y Tecnología; Vol. 12 Núm. 2 (2023): DOCÊNCIA UNIVERSITÁRIA: CENÁRIO PARA TRÊS OFÍCIOS - ENSINO, PESQUISA E EXTENSÃO #Tear: Revista de Educação, Ciência e Tecnologia; v. 12 n. 2 (2023): DOCÊNCIA UNIVERSITÁRIA: CENÁRIO PARA TRÊS OFÍCIOS - ENSINO, PESQUISA E EXTENSÃO 2238-8079 10.35819/tear.v12.n2 reponame:Tear: Revista de Educação Ciência e Tecnologia instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) instacron:IFRS |
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Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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IFRS |
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IFRS |
reponame_str |
Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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||tear@canoas.ifrs.edu.br |
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