Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic education
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/21193 |
Resumo: | This study aimed to verify the research participants’ perceptions regarding the feasibility and the perceived difficulty level of difficulty found in relation to the introduction of computational thinking (CT) in basic education, through the performance of unplugged activities. For this, the research participants, Pedagogy students, PIBID scholarship holders, and the supervising teachers, received training to know the pillars of computational thinking (decomposition, pattern recognition, abstraction and algorithms). In addition, they performed five unplugged activities, which they could apply to their students in the schools where they work. Methodologically, qualitative research was performed, based on data collection through the questionnaire instrument, aligned with methodological aspects of the Content Analysis proposed by (Bardin, 2016). The (BNCC) Common National Curriculum Base (BRASIL, 2017), foresees the use of the concepts of the CT to help the problem-solving processes, which shows the importance of the present study. This research contributes to teacher training by subsidizing the methodological practice of the supervising professor and the PIBID scholarship holder. The result of the application of the activities performed by the supervising teachers, with the help of the scholarship students, demonstrated the effectiveness of the work with the CT at school. |
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Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic educationPercepciones de maestros supervisores y estudiantes PIBID sobre la introducción del pensamiento computacional a través de actividades desenchufadasAs percepções de professores supervisores e alunos bolsistas do PIBID sobre a introdução do pensamento computacional por meio de atividades desplugadasEnsinoPensamento ComputacionalPIBIDAtividades desplugadas.TeachingComputation ThinkingPIBIDUnplugged activities.EnseñandoPensamiento computacionalPIBIDActividades desenchufadas.This study aimed to verify the research participants’ perceptions regarding the feasibility and the perceived difficulty level of difficulty found in relation to the introduction of computational thinking (CT) in basic education, through the performance of unplugged activities. For this, the research participants, Pedagogy students, PIBID scholarship holders, and the supervising teachers, received training to know the pillars of computational thinking (decomposition, pattern recognition, abstraction and algorithms). In addition, they performed five unplugged activities, which they could apply to their students in the schools where they work. Methodologically, qualitative research was performed, based on data collection through the questionnaire instrument, aligned with methodological aspects of the Content Analysis proposed by (Bardin, 2016). The (BNCC) Common National Curriculum Base (BRASIL, 2017), foresees the use of the concepts of the CT to help the problem-solving processes, which shows the importance of the present study. This research contributes to teacher training by subsidizing the methodological practice of the supervising professor and the PIBID scholarship holder. The result of the application of the activities performed by the supervising teachers, with the help of the scholarship students, demonstrated the effectiveness of the work with the CT at school.Este estudio tuvo como objetivo verificar las percepciones de los participantes de la investigación sobre la viabilidad y el nivel de dificultad encontrado en relación a la introducción del pensamiento computacional (PC) en la educación básica, a través de la realización de actividades desenchufadas. Para ello, los participantes de la investigación, estudiantes de Pedagogía, becarios PIBID y docentes supervisores recibieron capacitación sobre los pilares del pensamiento computacional (descomposición, reconocimiento de patrones, abstracción y algoritmos) y también realizaron cinco actividades desenchufadas que luego podrían aplicarlas a estudiantes de las escuelas en las que trabajan. Metodológicamente, se realizó una investigación cualitativa, basada en la recolección de datos a través del instrumento cuestionario, en línea con los aspectos metodológicos del Análisis de Contenido propuesto por (Bardin, 2016). La Base Nacional Común Curricular (BNCC) (BRASIL, 2017) prevé el uso de conceptos de PC para ayudar en los procesos de resolución de problemas, lo que demuestra la importancia de este estudio. La presente investigación contribuye a la formación docente al subsidiar la práctica metodológica del maestro supervisor y del estudiante de posgrado con una beca PIBID. El resultado de la aplicación de las actividades realizadas por los docentes supervisores, con la asistencia de los becarios, señaló la efectividad del trabajo con el PC en la escuela.Este trabalho objetivou verificar as percepções dos participantes da pesquisa quanto à viabilidade e o nível de dificuldade encontrado em relação à introdução do pensamento computacional (PC) na educação básica, por meio da realização de atividades desplugadas. Para isso, os participantes da pesquisa, alunos de Pedagogia, bolsistas do programa PIBID, e as professoras supervisoras, receberam uma capacitação sobre os pilares do pensamento computacional (decomposição, reconhecimento de padrões, abstração e algoritmos) e além disso realizaram cinco atividades desplugadas que posteriormente poderiam aplicá-las junto aos alunos das escolas em que atuam. Metodologicamente, procedeu-se a uma pesquisa qualitativa, baseada na coleta de dados por meio do instrumento questionário, em consonância com aspectos metodológicos da Análise de Conteúdo proposta por (Bardin, 2016). A (BNCC) Base Nacional Comum Curricular (BRASIL, 2017), prevê o uso dos conceitos do PC para auxiliar os processos de resolução de problemas, o que demonstra a importância do presente estudo. A presente pesquisa, contribui para a formação docente ao subsidiar a prática metodológica do professor supervisor e do licenciando bolsista PIBID. O resultado da aplicação das atividades realizadas pelas professoras supervisoras, com o auxílio dos bolsistas, apontou para a efetividade do trabalho com o PC na escola.Research, Society and Development2021-10-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2119310.33448/rsd-v10i13.21193Research, Society and Development; Vol. 10 No. 13; e144101321193Research, Society and Development; Vol. 10 Núm. 13; e144101321193Research, Society and Development; v. 10 n. 13; e1441013211932525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/21193/18758Copyright (c) 2021 Hadassa de Oliveira Gomes Gabillaud; Eliza Adriana Sheuer Nanteshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGabillaud, Hadassa de Oliveira GomesNantes, Eliza Adriana Sheuer2021-11-21T18:26:28Zoai:ojs.pkp.sfu.ca:article/21193Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:40:40.119168Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic education Percepciones de maestros supervisores y estudiantes PIBID sobre la introducción del pensamiento computacional a través de actividades desenchufadas As percepções de professores supervisores e alunos bolsistas do PIBID sobre a introdução do pensamento computacional por meio de atividades desplugadas |
title |
Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic education |
spellingShingle |
Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic education Gabillaud, Hadassa de Oliveira Gomes Ensino Pensamento Computacional PIBID Atividades desplugadas. Teaching Computation Thinking PIBID Unplugged activities. Enseñando Pensamiento computacional PIBID Actividades desenchufadas. |
title_short |
Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic education |
title_full |
Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic education |
title_fullStr |
Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic education |
title_full_unstemmed |
Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic education |
title_sort |
Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic education |
author |
Gabillaud, Hadassa de Oliveira Gomes |
author_facet |
Gabillaud, Hadassa de Oliveira Gomes Nantes, Eliza Adriana Sheuer |
author_role |
author |
author2 |
Nantes, Eliza Adriana Sheuer |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gabillaud, Hadassa de Oliveira Gomes Nantes, Eliza Adriana Sheuer |
dc.subject.por.fl_str_mv |
Ensino Pensamento Computacional PIBID Atividades desplugadas. Teaching Computation Thinking PIBID Unplugged activities. Enseñando Pensamiento computacional PIBID Actividades desenchufadas. |
topic |
Ensino Pensamento Computacional PIBID Atividades desplugadas. Teaching Computation Thinking PIBID Unplugged activities. Enseñando Pensamiento computacional PIBID Actividades desenchufadas. |
description |
This study aimed to verify the research participants’ perceptions regarding the feasibility and the perceived difficulty level of difficulty found in relation to the introduction of computational thinking (CT) in basic education, through the performance of unplugged activities. For this, the research participants, Pedagogy students, PIBID scholarship holders, and the supervising teachers, received training to know the pillars of computational thinking (decomposition, pattern recognition, abstraction and algorithms). In addition, they performed five unplugged activities, which they could apply to their students in the schools where they work. Methodologically, qualitative research was performed, based on data collection through the questionnaire instrument, aligned with methodological aspects of the Content Analysis proposed by (Bardin, 2016). The (BNCC) Common National Curriculum Base (BRASIL, 2017), foresees the use of the concepts of the CT to help the problem-solving processes, which shows the importance of the present study. This research contributes to teacher training by subsidizing the methodological practice of the supervising professor and the PIBID scholarship holder. The result of the application of the activities performed by the supervising teachers, with the help of the scholarship students, demonstrated the effectiveness of the work with the CT at school. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-09 |
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://rsdjournal.org/index.php/rsd/article/view/21193 10.33448/rsd-v10i13.21193 |
url |
https://rsdjournal.org/index.php/rsd/article/view/21193 |
identifier_str_mv |
10.33448/rsd-v10i13.21193 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/21193/18758 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Hadassa de Oliveira Gomes Gabillaud; Eliza Adriana Sheuer Nantes https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Hadassa de Oliveira Gomes Gabillaud; Eliza Adriana Sheuer Nantes https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 13; e144101321193 Research, Society and Development; Vol. 10 Núm. 13; e144101321193 Research, Society and Development; v. 10 n. 13; e144101321193 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052756722188288 |