Teaching and learning powered by computational thinking

Detalhes bibliográficos
Autor(a) principal: Franco, Karine Serpa
Data de Publicação: 2021
Outros Autores: Ferreira, Alessandra Teles Sirvinskas, Madeira , Lucianne Fragel, Gomes , Suzete Araujo Oliveira, Pinto, Sergio Crespo Coelho da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/19099
Resumo: Computational Thinking (CT) is a strategy used in the teaching/learning process, involving problem solving, in order to develop critical and creative thinking, autonomously, interdisciplinaryly. This article presents a reflexive analysis on the theme, based on literatures that address CT and its consequences. It aims to discuss the benefits of the development of CT in basic education, as well as briefly describe some strategies already in use so that the CT can be taught, thus benefiting students, teachers and society. We conclude that when developing the CT the student becomes a subject constructor of knowledge, in a critical, creative, versatile, flexible and innovative way, and that this can happen through various strategies, whether through the teaching of robotics, block programming, digital narratives, games, with activities without the use of technologies, or in a transversal way within the disciplines.
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spelling Teaching and learning powered by computational thinkingEnseñanza y aprendizage impulsados por el pensamiento computacionalEnsino e aprendizagem impulsionados pelo pensamento computacionalAprendizajeEnseñanzaPensamiento computacional.LearningTeachingComputational thinking.AprendizagemEnsinoPensamento computacional.Computational Thinking (CT) is a strategy used in the teaching/learning process, involving problem solving, in order to develop critical and creative thinking, autonomously, interdisciplinaryly. This article presents a reflexive analysis on the theme, based on literatures that address CT and its consequences. It aims to discuss the benefits of the development of CT in basic education, as well as briefly describe some strategies already in use so that the CT can be taught, thus benefiting students, teachers and society. We conclude that when developing the CT the student becomes a subject constructor of knowledge, in a critical, creative, versatile, flexible and innovative way, and that this can happen through various strategies, whether through the teaching of robotics, block programming, digital narratives, games, with activities without the use of technologies, or in a transversal way within the disciplines.El Pensamiento Computacional (PC) es una estrategia utilizada en el proceso de enseñanza/aprendizaje, que implica la resolución de problemas, con el fin de desarrollar el pensamiento crítico y creativo, de forma autónoma, interdisciplinaria. Este artículo presenta un análisis reflexivo sobre el tema, basado en literaturas que abordan el PC y sus consecuencias. Su objetivo es discutir los beneficios del desarrollo del PC en la educación básica, así como describir brevemente algunas estrategias ya en uso para que el PC pueda ser enseñado, beneficiando así a los estudiantes, los profesores y la sociedad. Concluimos que al desarrollar el PC el estudiante se convierte en una asignatura constructora de conocimiento, de una manera crítica, creativa, versátil, flexible e innovadora, y que esto puede suceder a través de diversas estrategias, ya sea a través de la enseñanza de la robótica, la programación de bloques, narrativas digitales, juegos, con actividades sin el uso de tecnologías, o de manera transversal dentro de las disciplinas.Pensamento Computacional (PC) é uma estratégia utilizada no processo ensino/aprendizagem, envolvendo resolução de problemas, de forma a desenvolver o pensamento crítico e criativo, de forma autônoma, interdisciplinarmente. O presente artigo apresenta uma análise reflexiva sobre o tema, fundamentando-se em literaturas que abordam o PC e seus desdobramentos. Tem como objetivo discutir os benefícios decorrentes do desenvolvimento do PC na educação básica, bem como descrever brevemente algumas estratégias já em uso para que o PC possa ser ensinado, beneficiando, assim, alunos, professores e a sociedade. Concluímos que ao desenvolver o PC o aluno passa a ser sujeito construtor de conhecimento, de forma crítica, criativa, polivalente, flexível e inovadora, e que isso pode se dar através de estratégias diversas, seja pelo ensino da robótica, programação em blocos, narrativas digitais, games, com atividades sem o uso de tecnologias, ou de forma transversal dentro das disciplinas.Research, Society and Development2021-08-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1909910.33448/rsd-v10i10.19099Research, Society and Development; Vol. 10 No. 10; e402101019099Research, Society and Development; Vol. 10 Núm. 10; e402101019099Research, Society and Development; v. 10 n. 10; e4021010190992525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/19099/16960Copyright (c) 2021 Karine Serpa Franco; Alessandra Teles Sirvinskas Ferreira; Lucianne Fragel Madeira ; Suzete Araujo Oliveira Gomes ; Sergio Crespo Coelho da Silva Pintohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFranco, Karine Serpa Ferreira, Alessandra Teles Sirvinskas Madeira , Lucianne Fragel Gomes , Suzete Araujo Oliveira Pinto, Sergio Crespo Coelho da Silva 2021-10-02T21:49:16Zoai:ojs.pkp.sfu.ca:article/19099Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:39:04.518320Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teaching and learning powered by computational thinking
Enseñanza y aprendizage impulsados por el pensamiento computacional
Ensino e aprendizagem impulsionados pelo pensamento computacional
title Teaching and learning powered by computational thinking
spellingShingle Teaching and learning powered by computational thinking
Franco, Karine Serpa
Aprendizaje
Enseñanza
Pensamiento computacional.
Learning
Teaching
Computational thinking.
Aprendizagem
Ensino
Pensamento computacional.
title_short Teaching and learning powered by computational thinking
title_full Teaching and learning powered by computational thinking
title_fullStr Teaching and learning powered by computational thinking
title_full_unstemmed Teaching and learning powered by computational thinking
title_sort Teaching and learning powered by computational thinking
author Franco, Karine Serpa
author_facet Franco, Karine Serpa
Ferreira, Alessandra Teles Sirvinskas
Madeira , Lucianne Fragel
Gomes , Suzete Araujo Oliveira
Pinto, Sergio Crespo Coelho da Silva
author_role author
author2 Ferreira, Alessandra Teles Sirvinskas
Madeira , Lucianne Fragel
Gomes , Suzete Araujo Oliveira
Pinto, Sergio Crespo Coelho da Silva
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Franco, Karine Serpa
Ferreira, Alessandra Teles Sirvinskas
Madeira , Lucianne Fragel
Gomes , Suzete Araujo Oliveira
Pinto, Sergio Crespo Coelho da Silva
dc.subject.por.fl_str_mv Aprendizaje
Enseñanza
Pensamiento computacional.
Learning
Teaching
Computational thinking.
Aprendizagem
Ensino
Pensamento computacional.
topic Aprendizaje
Enseñanza
Pensamiento computacional.
Learning
Teaching
Computational thinking.
Aprendizagem
Ensino
Pensamento computacional.
description Computational Thinking (CT) is a strategy used in the teaching/learning process, involving problem solving, in order to develop critical and creative thinking, autonomously, interdisciplinaryly. This article presents a reflexive analysis on the theme, based on literatures that address CT and its consequences. It aims to discuss the benefits of the development of CT in basic education, as well as briefly describe some strategies already in use so that the CT can be taught, thus benefiting students, teachers and society. We conclude that when developing the CT the student becomes a subject constructor of knowledge, in a critical, creative, versatile, flexible and innovative way, and that this can happen through various strategies, whether through the teaching of robotics, block programming, digital narratives, games, with activities without the use of technologies, or in a transversal way within the disciplines.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-14
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/19099
10.33448/rsd-v10i10.19099
url https://rsdjournal.org/index.php/rsd/article/view/19099
identifier_str_mv 10.33448/rsd-v10i10.19099
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/19099/16960
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv 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. 10; e402101019099
Research, Society and Development; Vol. 10 Núm. 10; e402101019099
Research, Society and Development; v. 10 n. 10; e402101019099
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
_version_ 1797052686766440448

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