Ação, computação, representação: uma investigação psicogenética sobre o desenvolvimento do pensamento computacional

• Autor(a) principal: Sant'Anna, Hugo Cristo
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/9083
• topic: Computational thinking; Social representations; Microgenesis; Learning; Computationaldesign; Pensée computationnelle; Représentations sociales; Microgènese; Apprentissage; Design computationnelle; Pensamento computacional; Design computacional; Microgêneses; Psicologia; Designers; Inteligência computacional; Representações sociais; Ciências cognitivas; Aprendizagem; 159.9

Computational Thinking (CT)is defined as a set of skills and competencies usually ascribedto Computer Science professionals, students andresearchers, but in therecent yearshasbecomeanaccessibleknowledgetomorepeoplethroughinitiativesthatseekto popularizeit.ThisthesiswasbasedonatriangulationbetweentheSocialRepresentations Theory in the structural approach, the Sociohistorical Psychology and the functional perspective of Genetic Epistemology, aiming toelaborate a constructionist pedagogic approachforthedevelopmentofCTamongundergraduateDesignstudents.Theresearch wasconductedin three stages, the first dedicated to the characterization of the relation betweenthestudentsandthecomputers;themappingofthewaysinwhichthosedevices helpinDesignproblemsolving;andinvestigatedthesocialrepresentationsofthestudents aboutComputingPrinciples.Atotalof86studentsparticipatedinthestudy,23ofthese programmers.Prototypicalandcontentanalysisindicatedtheprevalenceofinstrumental representations and practices involving the Computing, objectified and anchored by the computer as ameanswhich produces and makes it concrete.The second stage of the research departed from thoseresultsto develop a pedagogical approachbasedon the RocketSocketprogramminglanguage,whosemainfeatureistoconsiderdifferentprofiles oflearnersoftheCTprinciples.Thelanguageexploresanarrativeofarocketwhichcanbe programmedtocollectstarsandavoidasteroidsinspaceasastrategytodiscussconcepts, practicesandperspectivesoftheCT.Thethirdstageconsistedofaprototypicalcasestudy that experienced the potential of the RocketSocket language with two undergraduate Design students, a programmer and a non-programmer. Data were analyzedfrom the cognitive microgenetic perspective, observing how the participants’ knowledge about Computing and computers were selected and evaluated for their functional relevance duringtheconstructionofthealgorithmsthatcontrolledtherocket.Thelastpartofthe thesis discusses the two studies in a integrated view within the initial theoretical triangulation, aiming to reflectontheprocess ofdesigningthe languageinspired by the students’socialrepresentationsanditspotentialcontributiontothepopularizationofCT.