Corporeality, playfulness and storytelling in the promotion of computational thinking at school
Abstract
Several challenges permeate the implementation of computational thinking at school. One of them refers to strategies and teaching materials that support their development in basic education. Although computational thinking can be applied in different areas, most studies have focused on the development of programming skills, which may limit the potential for applying this computational competence. Still, relatively little research has explored the relationship between plugged and unplugged activities and the learning experiences they generate in students. In this context, this research proposes an approach to the development of computational thinking for Elementary School, based on strategies such as embodied cognition and storytelling, seeking to improve students' learning and support their perception regarding the application of Computing in solving day-to-day problems. In order to identify the feasibility of the proposal, a quasi-experiment, quantitative and qualitative, was carried out with 5th grade students. To this end, a game book was conceived, anchored on the theoretical assumptions adopted, and two forms of its implementation were analyzed. One is based on activities without the use of digital technologies - unplugged - and the other is supported on hybrid activities, that is, with and without the use of these technologies. As a result, it was identified that the group that implemented the hybrid approach had better learning performance and showed, in their reflective diaries, greater satisfaction in carrying out activities, compared to the unplugged group.
Keywords:
Computational Thinking, Embodied Cognition, Storytelling, Teaching Material
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Taub, R., Armoni, M., and Ben-Ari, M. 2012. CS unplugged and middle-school students’ views, attitudes, and intentions regarding CS. ACM Trans. Comput. Educ. 12, 2, Article 8 (April 2012), 29pages.
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Vygotzky, L.S. (1978) Mind in Society. New York: Cambridge University Press.
Wing, Jeannette M. Computational thinking. Communications of the ACM, v. 49, n. 3, p. 33-35, 2006.
Yu, Junnan; Roque, Ricarose. A review of computational toys and kits for young children. International Journal of Child-Computer Interaction, 2019.
Alves, Marcelo Correa. Teste t de Student. 2017. Disponível em
Brackmann, C. P. Desenvolvimento do Pensamento Computacional através de atividades desplugadas na Educação Básica. 2017. Tese de Doutorado.
Bueno, Carlos. Lauren Ipsum: uma história sobre Ciência da Computação e outras coisas importantes. Novatec, 2016.
CIEB – Centro de Inovação para a Educação Brasileira. Currículo de Referência em Tecnologia e Computação: Da Educação Infantil ao Ensino Fundamental. 2018. Disponível em
Creswell, J. W.; Plano Clark, V. L. Pesquisa de métodos mistos. 2.ed. Porto Alegre: Penso, 2013.
Csizmadia, A., Curzon, P., Dorling M., Humphreys, S., Ng, T., Selby, C., Woollard, J. 2015. Computational thinking-A guide for teachers. Disponível em
Dagienė, Valentina et al. 2006. Information technology contests--introduction to computer science in an attractive way. Informatics in Education-An International Journal, v. 5, n. 1, p. 37-46.
DK publishing. The Incredible Math Games Book. 2015.
Dresch, A. et al. Design Science Research: Método de pesquisa para avanço da Ciência e Tecnologia. Porto Alegre: Bookman, 2015.
Fadjo, C. L.. Developing computational thinking through grounded embodied cognition. 2012. Tese de Doutorado. Columbia University.
Feaster, Yvon et al. 2011. Teaching CS unplugged in the high school (with limited success). In: Proceedings of the 16th ITiCSE. . p. 248-252.
França, R. S. Uma abordagem pedagógica incorporada para o desenvolvimento do pensamento computacional no ensino fundamental. 2020. Tese (Doutorado em Ciência da Computação) – Universidade Federal de Pernambuco, Ciência da Computação, Recife, 2020.. Disponível em
França, R. S.; Tedesco, P. Sertão.Bit: Um livro-jogo de difusão do pensamento computacional. In: V Workshop de Ensino em Pensamento Computacional, Algoritmos e Programação, 2019, Brasília. Anais dos Workshops do VIII Congresso Brasileiro de Informática na Educação, 2019.
Gardeli, Anna; vosinakis, Spyros. 2018. The Effect of Tangible Augmented Reality Inter-faces on Teaching Computational Thinking: A Preliminary Study. In: ICL Conference. Springer, Cham, p. 673-684.
Hayashi, Elaine CS et al. 2016. Exploring new formats of the Self-Assessment Manikin in the design with children. In: Proceedings of the 15th Brazilian Symposium on Human Factors in Computing Systems. p. 1-10.
Hsu, Ting-Chia et al.. 2018. How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, v. 126, p. 296-310.
Jenkins, H. Transmedia Storytelling 101. 2007. Disponível em
Johnson-Glenberg, Mina C. et al .2016. Effects of embodied learning and digital platform on the retention of physics content: Centripetal force. Frontiers in psychology, v. 7, p. 1819.
Kafai, Yasmin et al. 2019. From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education. In: Proceedings of the 2019 ACM ACE. p. 101-109.
Kubica, Jeremy. Computational fairy tales. Jeremy Kubica, 2012.
Lee, Irene et al. 2011. Computational thinking for youth in practice. Acm Inroads, v. 2, n. 1, p. 32-37.
Liukas, Linda. Hello Ruby: adventures in coding. Macmillan, 2015.
Marcu, Gabriela et al. 2010. Design and evaluation of a computer science and engineering course for middle school girls. In: Proceedings of the 41st SIGCSE. p. 234-238.
Moraes, Roque. Análise de conteúdo. Revista Educação, Porto Alegre, v. 22, n. 37, p. 7-32, 1999.
Ortiz et al. 2018. Aspectos do Contexto Sociocultural dos Alunos estão Presentes nas Pesquisas para Ensinar Pensamento Computacional?. In: Anais dos Workshops do VII CBIE. p. 520-529.
Papert, S.. Mindstorms; Children, Computers and Powerful Ideas. New York: Basic Book, 1980.
Parham-mocello, Jennifer et al. 2019. Story Programming: Explaining Computer Science Before Coding. In: Proceedings of the 50th SIGCSE. p. 379-385.
Prottsman, Kiki. My First Coding Book. DK. 2017.
Rodrigues, S. et al. 2018. Computação desplugada no ensino de programação: Uma revisão sistemática da literatura. In: XXIX SBIE. p. 417.
Rodriguez, Brandon et al. 2017. Assessing computational thinking in CS unplugged activities. In: Proceedings of the 2017 ACM SIGCSE. p. 501-506.
Román González, Marcos. Codigoalfabetización y pensamiento computacional en Educación Primaria y Secundaria: validación de un instrumento y evaluación de programas . 2016. Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Educación.
Rother, E. T.. Revisão sistemática X revisão narrativa. Acta paulista de enfermagem, v. 20, n. 2, p. v-vi, 2007.
SBC - Sociedade Brasileira de Computação. Diretrizes para ensino de Computação na Educação Básica. 2019. Disponível em
Selby, C., Woollard, J. 2013. Computational thinking: the developing definition. Disponível em
Shadish , W. R.; Cook, T. D.; Campbell, D. T. Experimental and quasiexperimental designs for generalized causal inference. Boston: Houghton Mifflin Company, 2002.
Shapiro, Samuel S.; Francia, R. S. 1972. An approximate analysis of variance test for normality. Journal of the American Statistical Association, v. 67, n. 337, p. 215-216.
Taub, R., Armoni, M., and Ben-Ari, M. 2012. CS unplugged and middle-school students’ views, attitudes, and intentions regarding CS. ACM Trans. Comput. Educ. 12, 2, Article 8 (April 2012), 29pages.
Tsarava, Katerina et al. 2019. Cognitive Correlates of Computational Thinking: Evaluation of a Blended Unplugged/Plugged-In Course. In: Proceedings of the 14th WiPSCE. p. 1-9.
Usborne Publishing. Brincar e aprender: Computadores e programação. 2015.
Valente, José Armando. 2016. Integração do pensamento computacional no currículo da educação básica: diferentes estratégias usadas e questões de formação de professores e avaliação do aluno. Revista E-curriculum, v. 14, n. 3, p. 864-897.
Van Solingen, r.; Berghout, e.. The Goal/Question/Metric Method: a practical guide for quality improvement of software development. London: McGraw- Hill, 1999.
Vicari, R. M et al. Pensamento computacional: revisão bibliográfica. 2018. Disponível em
Vygotzky, L.S. (1978) Mind in Society. New York: Cambridge University Press.
Wing, Jeannette M. Computational thinking. Communications of the ACM, v. 49, n. 3, p. 33-35, 2006.
Yu, Junnan; Roque, Ricarose. A review of computational toys and kits for young children. International Journal of Child-Computer Interaction, 2019.
Published
2021-04-26
How to Cite
FRANÇA, Rozelma Soares de; TEDESCO, Patrícia.
Corporeality, playfulness and storytelling in the promotion of computational thinking at school. In: BRAZILIAN SYMPOSIUM ON COMPUTING EDUCATION (EDUCOMP), 1. , 2021, On-line.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 132-142.
ISSN 3086-0733.
DOI: https://doi.org/10.5753/educomp.2021.14479.
