Proposition of a Didactic Sequence to Approach Computational Thinking in Early Childhood Education: an Experience Report

• Autor(a) principal: da Silva Rodrigues, Graziele
• Data de Publicação: 2023
• Outros Autores: Yoshimitsu Okuyama, Fábio, Bertagnolli, Silvia de Castro
• 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

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.