Skills-CT: Um Modelo para classificação dos Estágios Cognitivos das habilidades do Pensamento Computacional e desenvolvimento da Aprendizagem Criativa
Resumo
Este de artigo apresenta o Modelo Skills-CT, relacionando os Pilares do Pensamento Computacional (PC) e Estágios Cognitivos no processo de resolução de problemas e posteriormente aplicado em uma disciplina de Programação com Python. O intuito do Modelo Skills-CT é auxiliar o docente a ter uma avaliação mais completa, para cada uma das competências do Pensamento Computacional do educando, subsidiando o processo de ensino aprendizagem. Os resultados deste estudo mostram que a classificação dos Estágios Cognitivos de cada habilidade do PC foi relevante para a criação de atividades mais específicas com base nas dificuldades e fragilidades de aprendizagem dos alunos.
Palavras-chave:
Pensamento Computacional, Estágios Cognitivos, Aprendizagem Criativa
Referências
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Ferrance, E. Action research. Providence, RI: LAB, Northeast and Island Regional Education Laboratory at Brown University, 2000
Lister, R. On the cognitive development of the novice programmer: and the development of a computing education researcher. In: Proceedings of the 9th Computer Science Education Research Conference (CSERC ‘20). Association for Computing Machinery, New York, NY, USA, Article 2, p. 1-15, 2020.
Martinez, A. M.; Tacca, M. C. V. R. A complexidade da aprendizagem. Campinas: Editora Alínea, 2009.
Medeiros, R. P.; Ramalho, G. L.; Falcão, T. P. A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education. IEEE TRANSACTIONS ON EDUCATION, p. 14, 2018.
Moreno-León, J.; Robles, G. (2015) Dr. Scratch: A web tool to automatically evaluate Scratch projects. In: Proceedings of the workshop in primary and secondary computing education.. p. 132-133.
Osborn, A. Your Creative Power. London and New York: Read Books, 2008.
Silva, T. S. C.; Melo, J. C. B.; Tedesco, P. C. A. R. Creative Learning in Problem Solving and Development of Computational Thinking. In: International Conference on Computer Supported Education, Springer, Cham, p. 199-215, 2020.
Troiano, G. M., Snodgrass, S., Argımak, E., Robles, G., Smith, G., Cassidy, M., ... & Harteveld, C. (2019). Is my game OK Dr. Scratch? Exploring programming and computational thinking development via metrics in student-designed serious games for STEM. In Proceedings of the 18th ACM international conference on interaction design and children (pp. 208-219).
Veerasamy, Ashok Kumar et al. Relationship between perceived problem‐solving skills and academic performance of novice learners in introductory programming courses. Journal of Computer Assisted Learning, v. 35, n. 2, p. 246-255, 2019.
Wing, J. M. Computational thinking. Commun. ACM, The Royal Society, v. 49, n. 3, p. 33 – 35, 10 (2006). ISSN 1364-503X. Retrieved June 2, 2021, from ACM website: http://doi.acm.org/10.1145/1118178.1118215.
BBC, C. T.(2017) Introduction to computational thinking. Retrieved June 2, 2021, from BBC website: https://www.bbc.com/education/guides/zp92mp3/revision/1.
Ferrance, E. Action research. Providence, RI: LAB, Northeast and Island Regional Education Laboratory at Brown University, 2000
Lister, R. On the cognitive development of the novice programmer: and the development of a computing education researcher. In: Proceedings of the 9th Computer Science Education Research Conference (CSERC ‘20). Association for Computing Machinery, New York, NY, USA, Article 2, p. 1-15, 2020.
Martinez, A. M.; Tacca, M. C. V. R. A complexidade da aprendizagem. Campinas: Editora Alínea, 2009.
Medeiros, R. P.; Ramalho, G. L.; Falcão, T. P. A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education. IEEE TRANSACTIONS ON EDUCATION, p. 14, 2018.
Moreno-León, J.; Robles, G. (2015) Dr. Scratch: A web tool to automatically evaluate Scratch projects. In: Proceedings of the workshop in primary and secondary computing education.. p. 132-133.
Osborn, A. Your Creative Power. London and New York: Read Books, 2008.
Silva, T. S. C.; Melo, J. C. B.; Tedesco, P. C. A. R. Creative Learning in Problem Solving and Development of Computational Thinking. In: International Conference on Computer Supported Education, Springer, Cham, p. 199-215, 2020.
Troiano, G. M., Snodgrass, S., Argımak, E., Robles, G., Smith, G., Cassidy, M., ... & Harteveld, C. (2019). Is my game OK Dr. Scratch? Exploring programming and computational thinking development via metrics in student-designed serious games for STEM. In Proceedings of the 18th ACM international conference on interaction design and children (pp. 208-219).
Veerasamy, Ashok Kumar et al. Relationship between perceived problem‐solving skills and academic performance of novice learners in introductory programming courses. Journal of Computer Assisted Learning, v. 35, n. 2, p. 246-255, 2019.
Wing, J. M. Computational thinking. Commun. ACM, The Royal Society, v. 49, n. 3, p. 33 – 35, 10 (2006). ISSN 1364-503X. Retrieved June 2, 2021, from ACM website: http://doi.acm.org/10.1145/1118178.1118215.
Publicado
16/11/2022
Como Citar
SILVA, Tatyane S. C. da; TEDESCO, Patrícia C. de A. R.; MELO, Jeane C. B. de.
Skills-CT: Um Modelo para classificação dos Estágios Cognitivos das habilidades do Pensamento Computacional e desenvolvimento da Aprendizagem Criativa. In: CONCURSO ALEXANDRE DIRENE (CTD-IE) - TESES DE DOUTORADO - CONGRESSO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (CBIE), 11. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 11-20.
DOI: https://doi.org/10.5753/cbie_estendido.2022.226348.
