Perceptions of supervising teachers and scholarship students of PIBID on the introduction of computational thinking through unplugged activities in basic education

Detalhes bibliográficos
Autor(a) principal: Gabillaud, Hadassa de Oliveira Gomes
Data de Publicação: 2021
Outros Autores: Nantes, Eliza Adriana Sheuer
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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spelling 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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