Pensamento Computacional e a Ação Computacional por Ensino Remoto: Um relato de experiência de uso do AppInventor em meio a pandemia de COVID-19
Resumo
Considering the relevance of Computational Thinking (CT) and the need to develop this competence in Computer Science (CS) students.This paper presents and evaluates a CT course, given remotely, to students in the first semester of the CS. The course aimed to learn CT using Computational Action. The applications were designed using Design Thinking and developed on the block programming platform, App Inventor. The results indicate that after the course the students showed a visible increase in knowledge about the CT and in the motivation to learn more about the subject.
Palavras-chave:
Pensamento Computacional, Computational Action, Ensino Remoto
Referências
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Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3):297–334.
Gomes, A. J. and Mendes, A. J. (2015). À procura de um contexto para apoiar a aprendizagem inicial de programação. Educação, Formação & Tecnologias-ISSN 1646-933X,8(1):13–27.
Grover, S. and Pea, R. (2013). Computational thinking in k–12: A review of the state of the field. Educational researcher, 42(1):38–43.
Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.
Hoegh, A. and Moskal, B. M. (2009). Examining science and engineering students’ attitudes toward computer science. In 2009 39th IEEE Frontiers in Education Conference, pages 1–6. IEEE.
Karling, D. A. and Lisbôa, E. S. (2019). Desenvolvimento do pensamento computacional no ensino superior. Olhares & Trilhas, 21(1):58–69.
Lockwood, T. (2010). Design thinking: Integrating innovation, customer experience, and brand value. Simon and Schuster.
Oliveira, C. M. and Pereira, R. (2019). Desenvolvimento do pensamento computacional no ensino superior em ciência da computação. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 8, page 1502.
Oliveira, E., Bittencourt, R., and Trindade, R. (2019). Designing and evaluating a computational thinking course for k-12 brazilian educators. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 8, page 1094.
Román-González, M., Pérez-González, J.-C., and Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? criterion validity of the computational thinking test. Computers in Human Behavior, 72:678–691.
Tissenbaum, M., Sheldon, J., and Abelson, H. (2019). From computational thinking to computational action. Communications of the ACM, 62(3):34–36.
Vihavainen, A., Paksula, M., and Luukkainen, M. (2011). Extreme apprenticeship method in teaching programming for beginners. In Proceedings of the 42nd ACM technical symposium on Computer science education, pages 93–98.
Von Wangenheim, C. G., Hauck, J. C., Demetrio, M. F., Pelle, R., da Cruz Alves, N., Barbosa, H., and Azevedo, L. F. (2018). Codemaster–automatic assessment and grading of app inventor and snap! programs. Informatics in Education, 17(1):117–150.
Wang, L., Sy, A., Liu, L., and Piech, C. (2017). Learning to represent student knowledge on programming exercises using deep learning. International Educational Data Mining Society.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Wing, J. M. and Stanzione, D. (2016). Progress in computational thinking, and expanding the hpc community.
Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., and Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education (TOCE), 14(1):1–16.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3):297–334.
Gomes, A. J. and Mendes, A. J. (2015). À procura de um contexto para apoiar a aprendizagem inicial de programação. Educação, Formação & Tecnologias-ISSN 1646-933X,8(1):13–27.
Grover, S. and Pea, R. (2013). Computational thinking in k–12: A review of the state of the field. Educational researcher, 42(1):38–43.
Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.
Hoegh, A. and Moskal, B. M. (2009). Examining science and engineering students’ attitudes toward computer science. In 2009 39th IEEE Frontiers in Education Conference, pages 1–6. IEEE.
Karling, D. A. and Lisbôa, E. S. (2019). Desenvolvimento do pensamento computacional no ensino superior. Olhares & Trilhas, 21(1):58–69.
Lockwood, T. (2010). Design thinking: Integrating innovation, customer experience, and brand value. Simon and Schuster.
Oliveira, C. M. and Pereira, R. (2019). Desenvolvimento do pensamento computacional no ensino superior em ciência da computação. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 8, page 1502.
Oliveira, E., Bittencourt, R., and Trindade, R. (2019). Designing and evaluating a computational thinking course for k-12 brazilian educators. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 8, page 1094.
Román-González, M., Pérez-González, J.-C., and Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? criterion validity of the computational thinking test. Computers in Human Behavior, 72:678–691.
Tissenbaum, M., Sheldon, J., and Abelson, H. (2019). From computational thinking to computational action. Communications of the ACM, 62(3):34–36.
Vihavainen, A., Paksula, M., and Luukkainen, M. (2011). Extreme apprenticeship method in teaching programming for beginners. In Proceedings of the 42nd ACM technical symposium on Computer science education, pages 93–98.
Von Wangenheim, C. G., Hauck, J. C., Demetrio, M. F., Pelle, R., da Cruz Alves, N., Barbosa, H., and Azevedo, L. F. (2018). Codemaster–automatic assessment and grading of app inventor and snap! programs. Informatics in Education, 17(1):117–150.
Wang, L., Sy, A., Liu, L., and Piech, C. (2017). Learning to represent student knowledge on programming exercises using deep learning. International Educational Data Mining Society.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Wing, J. M. and Stanzione, D. (2016). Progress in computational thinking, and expanding the hpc community.
Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., and Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education (TOCE), 14(1):1–16.
Publicado
24/11/2020
Como Citar
FARIAS, Eder Jacques; CARVALHO, Windson Viana de; MATOS, Maria Elisa Gomes de; RODRIGUES, George; CASTRO, Jerry Macedo; SANTOS, Alysson Diniz dos.
Pensamento Computacional e a Ação Computacional por Ensino Remoto: Um relato de experiência de uso do AppInventor em meio a pandemia de COVID-19. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 1523-1532.
DOI: https://doi.org/10.5753/cbie.sbie.2020.1523.
