Ensino do pensamento computacional por meio de uma abordagem transversal apoiada por padrões de programação, jogos desconectados e Scratch

• Autor(a) principal: Carlos, Cássio Martins
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12796
• topic: Pensamento computacional; Padrões de programação; Jogos desconectados; Scratch; Design based research; Computational Thinking; Programming Patterns; Unplugged games; CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO

The concept of Computational Thinking (PC) has beeing to be widely addressed in research in the past ten years. These researches look for ways to use this concept in formal education. However, it is common to find difficulties in learning the PC, because of this there is a need for teaching approaches capable of stimulating the learning of the concept. Games emerge as tools capable of expanding PC teaching results, improving student engagement and motivation. There are also programming patterns, which can be understood as a common solution to a recurring problem, which allows inexperienced students to accelerate the development of fundamental skills for PC learning. There is also software for visual programming, such as Scratch, which has an intuitive block programming interface, allowing the visualization of the command blocks and their execution. The PC is a skill that is not restricted only to information technology, in fact it can and should be applied in other areas, so it must be linked to transversal approaches. For the development of a transversal approach to teaching PC using the aforementioned tools, a design-based research methodology (Design Based Research) was applied. This methodology involves the participation of teachers in the process of developing a set of teaching practices, so that this set is contextualized in a real world of education and at the same time refined by specialists in each area of knowledge. The interactions with the teachers presented satisfactory data and produced an efficient and robust set of practices for teaching the PC in a transversal way in a context of elementary school.